PUBLIC SCHOOLS OF EDISON TOWNSHIP
DIVISION OF CURRICULUM AND INSTRUCTION
PHYSICAL EDUCATION
GRADES K-5
Length of Course:
Term _
Elective/Required:
Required
School:
Elementary
Student Eligibility:
Grades K-5
Credit Value:
Credits
Date Approved:
2/22/10____
PHYSICAL EDUCATION GRADES K-5
TABLE OF CONTENTS
Statement of Purpose ……………………………………………………………………
4
Introduction ………………………………………………………………………………..
5
Pre-Class Warm-Up Procedures............................................................................... 7
Safety……………………………………………………………………………………….
8
NJCCCS.................................................................................................................... 9
Archery……………………………………………………………………………………... 14
Balance Equipment/Tumbling……………………………………………………………
18
Ball Unit…………………………………………………………………………………….. 22
Balloon/Beachball Activities……………………………………………………………… 25
Basketball…………………………………………………………………………………..
32
Bean Bags………………………………………………………………………………....
37
Bowling……………………………………………………………………………………..
40
Circus Skills………………………………………………………………………………... 43
Combatives………………………………………………………………………………… 46
Developmental Games……………………………………………………………………
49
Floor Hockey……………………………………………………………………………….
53
Frisbee……………………………………………………………………………………...
56
Golf (Yolf) ………………………………………………………………………………….
59
Hula Hoops………………………………………………………………………………… 62
Jump Rope Unit……………………………………………………………………………
67
Lacrosse……………………………………………………………………………………
74
Locomotor Movements……………………………………………………………………
78
Non-Locomotor Units……………………………………………………………………... 92
Parachute Activities……………………………………………………………………….
95
PHYSICAL EDUCATION GRADES K-5
TABLE OF CONTENTS (CONT.)
Physical Fitness…………………………………………………………………………… 108
Playground Equipment……………………………………………………………………
111
Rhythms……………………………………………………………………………………. 115
Roller Racers-Scooters…………………………………………………………………...
119
Scarf Unit…………………………………………………………………………………... 129
Soccer………………………………………………………………………………………
134
Softball……………………………………………………………………………………...
138
Step Aerobics……………………………………………………………………………… 142
Tennis………………………………………………………………………………………. 145
Tires………………………………………………………………………………………… 149
Touch and Flag Football………………………………………………………………….
154
Toys in the Box…………………………………………………………………………….
159
Track and Field…………………………………………………………………………….
163
Volleyball…………………………………………………………………………………… 169
Whittle………………………………………………………………………………………
173
Appendices………………………………………………………………………………… 190
Bibliography………………………………………………………………………………..
313
NJCCCS for Comprehensive Health and Physical Education…………………..……
316
NJCCCS for 21st-Century Life and Careers…………………………………………….
348
Edison's Essential Instructional Behaviors (EIBs - Draft 14) ...……………………………
351
Modifications will be made to accommodate IEP mandates for classified students.
PHYSICAL EDUCATION GRADES K-5
4
STATEMENT OF PURPOSE
As we enter the new millennium the role of a physical education program becomes an even
more powerful factor in the quest for the development of the physically, as well as,
intellectually complete student.
In today‟s stressful and sedentary society, we as educators must prepare our population for a
lifetime of health related physical activity and nutrition. Our programs must incorporate the
five basic components of health related fitness. Through a variety of creative activities and
information we will develop the mindset necessary to understand the pursuit of a healthy
lifestyle.
Students of physical education should not only perform the valuable skills they are taught, but
they must also learn the ability to analyze the mechanics involved through observation,
explanation, and demonstration. This gives the student the capability to recall previously
learned skills while participating in lifetime recreational skills during their later years.
The team activities and games that we introduce should develop positive character traits
such as: sportsmanship, cooperation, respect, humility, dedication, and focus. Alls of these
are essential for later success with personal and interpersonal life skills.
This curriculum guide was revised by:
Robert Buccino – James Madison Intermediate School
Karen Delmonaco – Lincoln Elementary School
Coordinated by:
James M. Muldowney, District Supervisor of Health/Physical Education
PHYSICAL EDUCATION GRADES K-5
5
Introduction
The most precious resource teachers have is time. Regardless of how much time a course is
scheduled for, it is never enough to accomplish all that one would like. Therefore, it is
imperative that teachers utilize the time they have wisely in order to maximize the potential
for all students to achieve the desired learning.
High quality educational programs are characterized by clearly stated goals for student
learning, teachers who are well-informed and skilled in enabling students to reach those
goals, program designs that allow for continuous growth over the span of years of instruction,
and ways of measuring whether students are achieving program goals.
The Edison Township School District Curriculum Template
The Edison Township School District has embraced the backward-design model as the
foundation for all curriculum development for the educational program. When reviewing
curriculum documents and the Edison Township curriculum template, aspects of the
backward-design model will be found in the stated enduring understandings/essential
questions, unit assessments, and instructional activities. Familiarization with backwarddesign is critical to working effectively with Edison‟s curriculum guides.
Guiding Principles: What is Backward Design? What is Understanding by Design?
“Backward design” is an increasingly common approach to planning curriculum and
instruction. As its name implies, “backward design” is based on defining clear goals,
providing acceptable evidence of having achieved those goals, and then working „backward‟
to identify what actions need to be taken that will ensure that the gap between the current
status and the desired status is closed.
Building on the concept of backward design, Grant Wiggins and Jay McTighe (2005) have
developed a structured approach to planning programs, curriculum, and instructional units.
Their model asks educators to state goals; identify deep understandings, pose essential
questions, and specify clear evidence that goals, understandings, and core learning have
been achieved.
Program based on backward design use desired results to drive decisions. With this design,
there are questions to consider, such as: What should students understand, know, and be
able to do? What does it look like to meet those goals? What kind of program will result in the
outcomes stated? How will we know students have achieved that result? What other kinds
of evidence will tell us that we have a quality program? These questions apply regardless of
whether they are goals in program planning or classroom instruction.
The backward design process involves three interrelated stages for developing an entire
curriculum or a single unit of instruction. The relationship from planning to curriculum design,
development, and implementation hinges upon the integration of the following three stages.
PHYSICAL EDUCATION GRADES K-5
6
Stage I: Identifying Desired Results: Enduring understandings, essential questions,
knowledge and skills need to be woven into curriculum publications, documents, standards,
and scope and sequence materials. Enduring understandings identify the “big ideas” that
students will grapple with during the course of the unit. Essential questions provide a unifying
focus for the unit and students should be able to answer more deeply and fully these
questions as they proceed through the unit. Knowledge and skills are the “stuff” upon which
the understandings are built.
Stage II: Determining Acceptable Evidence: Varied types of evidence are specified to ensure
that students demonstrate attainment of desired results. While discrete knowledge
assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc…) will be utilized during
an instructional unit, the overall unit assessment is performance-based and asks students to
demonstrate that they have mastered the desired understandings. These culminating
(summative) assessments are authentic tasks that students would likely encounter in the
real-world after they leave school. They allow students to demonstrate all that they have
learned and can do. To demonstrate their understandings students can explain, interpret,
apply, provide critical and insightful points of view, show empathy and/or evidence selfknowledge. Models of student performance and clearly defined criteria (i.e.: rubrics) are
provided to all students in advance of starting work on the unit task.
Stage III: Designing Learning Activities: Instructional tasks, activities, and experiences are
aligned with stages one and two so that the desired results are obtained based on the
identified evidence or assessment tasks.
Instructional activities and strategies are
considered only once stages one and two have been clearly explicated. Therefore,
congruence among all three stages can be ensured and teachers can make wise instructional
choices.
At the curricular level, these three stages are best realized as a fusion of research, best
practices, shared and sustained inquiry, consensus building, and initiative that involves all
stakeholders. In this design, administrators are instructional leaders who enable the
alignment between the curriculum and other key initiatives in their district or schools. These
leaders demonstrate a clear purpose and direction for the curriculum within their school or
district by providing support for implementation, opportunities for revision through sustained
and consistent professional development, initiating action research activities, and collecting
and evaluating materials to ensure alignment with the desired results. Intrinsic to the success
of curriculum is to show how it aligns with the overarching goals of the district, how the
document relates to district, state, or national standards, what a high quality educational
program looks like, and what excellent teaching and learning looks like. Within education,
success of the educational program is realized through this blend of commitment and
organizational direction.
PHYSICAL EDUCATION GRADES K-5
7
Pre Class Warm-Up
As professional educators we recognize the importance of warm-ups as an essential
beginning of every active class. Our students are prepared through a series of specifically
designed flexibility, strength, and cardiovascular activities created to meet the demands of
each particular lesson. Both Dynamic and Static stretching will be utilized.
Now when we apply CCCS 2.6 and incorporate CPI 1, 2, 3, 4, and 5, the Kinesiological
information we relay about exercise becomes just as beneficial. As students work on their
warm-up routines, they should be supplied with the necessary knowledge about the muscle
groups involved, and their influence on movement. While they participate in endurance
training, the components of heart rate, circulation, lung capacity, and the benefits of exercise
can be discussed.
The primary grades 1 and 2 can cover information relating to muscle groups and the effects
of cardiovascular exercise in very general ways. This sets up a pyramid of learning for grades
3, 4, and 5. Information about specific muscle groups, the movements they perform, and their
involvement of application to practiced skills would be appropriate. Cardiovascular
terminology such as muscle endurance, pulse rate, pulse recovery, oxygen intake, and
increased lung capacities can also be conveyed.
PHYSICAL EDUCATION GRADES K-5
8
Safety
The safety of students is a prime consideration in the development of any physical education
program.
Whereas it is true that each activity has a specific set of safety factors, it is important to
recognize, nonetheless, that there are general safety practices that must be observed at all
times in conducting physical education classes. These include the following:
1.
Students must be attired to the degree that allows for freedom of movement, but not
in excessively loose or floppy clothing. Footwear should provide adequate
transaction and support without endangering other students or marring playing
surfaces.
2.
Items of jewelry such as watches, rings, bracelets, earrings, and necklaces must be
removed to avoid injury to the wearer or classmates.
3.
All equipment and facilities must be inspected regularly and maintained in good
working order.
4.
Playing area must be free of debris and hazards.
5.
Adequate “buffer” zones must surround individuals, groups, or teams engaged in
activity, when applicable.
6.
Padding or other protective equipment must be employed at strategic locations
when applicable.
7.
Specialized safety equipment (catcher‟s mask, goalie pads, etc.) must be utilized at
all times.
8.
Correct form and skill progression must be the basis for the teaching of all
fundamentals and skills.
9.
Adequate conditioning or lead-up exercises should precede the day‟s activities.
10.
Students must be made knowledgeable of the rules of each activity in order to
prevent inappropriate and/or unsafe actions.
11.
Consideration must be given in competitive situations to the size and ability of the
students involved.
PHYSICAL EDUCATION GRADES K-5
9
STANDARD 2.5
Motor Skill Development
ALL STUDENTS WILL UTILIZE SAFE, EFFICIENT, AND EFFECTIVE MOVEMENT
TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE LIFESTYLE.
Descriptive Statement: This standard enables students to understand how to move and why
it is necessary. When individuals learn to move safely, effectively, and efficiently, and feel
comfortable and confident in the performance of motor skills, they are more likely to
participate in health-enhancing forms of physical activity throughout life. In order to meet this
standard, students must participate in a wide range of developmentally-appropriate games,
sports, dance, and lifetime recreational activities that will help students develop and maintain
a healthy, active lifestyle.
Strands and Cumulative Progress Indicators
By the end of Grade 2, students will:
3. Demonstrate weight transfer, balance, coordination, and agility while employing various
movement skills.
4. Employ various rhythms, tempos, musical styles, relationships, directions, pathways, speeds,
and levels during movement.
5. Respond to multiple changes in rhythm, tempo, beat, and musical style.
6. Change the effort or range of a movement skill or combination to improve performance.
7. Modify and adapt movement skills in relation to body parts (e.g., clapping over one‟s head),
other participants (e.g., dance partner, teammate), objects, and boundaries.
8. Respond appropriately to visual and verbal cues during physical activity.
9. Correct movement errors in response to feedback and explain how the change improves
performance.
10. Apply a learned skill to another movement setting.
11. Demonstrate both improvised and choreographed movement sequences such as moving to
poetry, or performing a folk dance or an aerobic routine.
2.5.4 B. Movement Concepts
1. Discuss the importance of proper body mechanics when performing movement skills.
2. Explain the fundamental principles of force, motion, base of support, and center of gravity as
applied to physical activity.
3. Explain how changing the energy, flow, effort, or range of movement skill changes the quality of
the movement (e.g., baby steps vs. giant steps).
4. Discuss ways to refine and increase control when performing movement skills.
PHYSICAL EDUCATION GRADES K-5
5. Discuss ways that personal and general space is used in all forms of physical activity (e.g.,
using the entire dance floor, position play in a sport).
6. Explain how a movement skill can be used in another movement setting.
2.5.2 A. Movement Skills
1. Perform movement skills (locomotor, nonlocomotor, and manipulative skills) with
developmentally appropriate control in isolated (skill practice) and applied
(game/sport/dance/recreational) settings.
2. Demonstrate smooth transitions between sequential movement skills used in combination.
3. Demonstrate control in traveling, weight bearing, and balance activities on a variety of body
parts.
4. Move in personal and general space at different levels, directions, and pathways.
5. Respond in movement to changes in tempo, beat, rhythm, or musical style.
6. Change the effort (force, flow, energy) or range (extension) of a movement skill or skill
combination.
7. Change a movement skill in response to a changing environment such as a dance partner,
obstacle, smaller target, or larger space.
8. Respond appropriately to verbal and visual cues during physical activity.
9. Correct movement errors in response to feedback.
10. Demonstrate the use of creative movement in response to music, poetry, or stories.
2.5.2 B. Movement Concepts
1. Identify body planes and parts.
2. Explain how changes in direction, pathways and levels can alter movement.
3. Explain how changes in rhythm, tempo, beat, and musical style can alter movement.
4. Distinguish between personal and general space.
5. Explain verbal and visual cues used to improve skill performance.
6. Define and use basic movement vocabulary to describe physical activity.
2.5.2 C. Strategy
1. Differentiate between competitive and cooperative strategies.
2.5.2 D. Sportsmanship, Rules, and Safety
1. Explain why good sportsmanship is important and demonstrate positive behaviors during
participation.
10
PHYSICAL EDUCATION GRADES K-5
2. Follow basic activity and safety rules and explain why they are important.
3. Explain that practice and being healthy contribute to safe and improved performance.
2.5.2 E. Sport Psychology
1. Explain that mental attitude influences physical performance.
Building upon knowledge and skills gained in preceding grades,
by the end of Grade 4, students will:
2.5.4 A. Movement Skills
1. Perform movement skills with developmentally appropriate form in both isolated and applied
settings.
2. Demonstrate smooth transitions between sequential movement skills used in applied settings
(e.g., creative dance, gymnastics routine, and trap-dribble-shoot).
7. Give examples of verbal and visual cues used to improve movement skill performance.
8. Define and use skill- and activity-specific vocabulary.
2.5.4 C. Strategy
1. Explain and demonstrate the use of simple strategies, including player positioning, faking and
dodging, and defending space.
2.5.4 D. Sportsmanship, Rules and Safety
1. Discuss the characteristics of good sportsmanship and demonstrate appropriate behavior as
both a player and an observer during physical activity.
2. Describe activity-specific rules, explain their importance for the safety and enjoyment of
participants, and follow the rules during physical activity.
3. Describe and demonstrate ways to handle and care for equipment safely and responsibly.
2.5.4 E. Sport Psychology
1. Describe a variety of mental strategies used to prepare for physical activity.
11
PHYSICAL EDUCATION GRADES K-5
12
STANDARD 2.6
Fitness
ALL STUDENTS WILL APPLY HEALTH-RELATED AND SKILL-RELATED FITNESS
CONCEPTS AND SKILLS TO DEVELOP AND MAINTAIN A HEALTHY, ACTIVE
LIFESTYLE.
Descriptive Statement: This standard enables students to understand the components of healthrelated fitness (cardio respiratory endurance, body composition, flexibility, muscular strength and
muscular endurance) and skill related fitness (speed, agility, reaction time, coordination, and power).
Students learn how each component is developed and measured and how to design and implement a
personal fitness plan that supports a healthy, active lifestyle.
Strands and Cumulative Progress Indicators
By the end of Grade 2, students will:
2.6.2 A. Fitness and Physical Activity
1. Identify the components of health-related and skill-related fitness and identify activities that
develop each component.
2. Identify body responses associated with moderate to vigorous physical activity including
sweating, a fast heart rate, and heavy breathing.
2.6.2 B. Training
1. Explain that too much or not enough exercise can be harmful.
2. Explain that participation in regular physical activity contributes to wellness.
2.6.2 C. Achieving and Assessing Fitness
1. Engage in moderate to vigorous physical activity that develops all components of fitness.
2. Monitor heart rate and breathing before, during, and after exercise.
3. Develop a fitness goal and monitor achievement of the goal.
Building upon knowledge and skills gained in preceding grades,
by the end of Grade 4, students will:
2.6.4 A. Fitness and Physical Activity
1. Discuss the physical, social, and emotional benefits of regular physical activity.
2. Explain each component of health-related and skill-related fitness and explain how specific
activities develop each component.
3. Describe how body systems respond to vigorous exercise.
4. Discuss factors such as heredity, training, and diet that influence fitness.
5. Describe how technology has improved fitness activities.
PHYSICAL EDUCATION GRADES K-5
13
2.6.4 B. Training
1. Discuss the importance of regular physical activity.
2. Describe and apply the training principles of frequency, intensity, and time (FIT) during physical
activity.
3. Explain that using performance-enhancing substances, including anabolic steroids and
supplements, may be unsafe and illegal.
2.6.4 C. Achieving and Assessing Fitness
1. Engage in moderate to vigorous physical activity that develops all components of fitness.
2. Maintain continuous aerobic activity for a specified time period.
3. Monitor physiological responses before, during, and after exercise.
4. Develop a health-related fitness goal and use technology to track fitness status.
5. Demonstrate age and gender-specific progress towards improving each component of fitness.
6. Demonstrate safe and appropriate techniques while engaging in fitness activities.
PHYSICAL EDUCATION GRADES K-5
14
Archery
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that archery will help to develop individual skills in a self-competitive setting
while learning the fundamentals of scoring, etiquette, and safety.
Essential Questions: How can participating in an archery unit help to develop skills in scoring, safety and etiquette?
Unit Assessment: Skills Test, Written Test, Peer Assessment, Teacher Observation
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 – Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
Concepts
Skills
What students will know.
What students will be able to do.
Introduction
Archery offers opportunities to
develop individual skills in a
self-competitive setting.
Emphasis is placed on the
fundamentals, including
scoring, etiquette and safety,
utilizing high success,
confidence building
techniques.
Stance
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Students keep score for each
other
Grip
Nock
Draw–Anchor
Release
Students in line, one at a time,
draw and release arrows
Stance
Grip
Nock
Draw-Anchor
Aim
Release
Follow Through
Retrieving Arrows
Skills Test
Worksheets
Written Test
Contests or competitions, among
lines/groups/teams over the
course of the day, week, etc.
Follow Through
*A.
*B.
*C.
*D.
*E.
*F.
*G.
H.
Question/Discussion
Student Demonstration
Small groups practice steps
with/without arrows
Aim
Fundamental Skills
Assessment
Check Points
Student Assessment
Teacher Observation
Explanation
Retrieving Arrows
Use check-off sheet
Game play
Scoring
Group Presentations
Tournaments
Peer Assessment
Daily Score Sheets
PHYSICAL EDUCATION GRADES K-5
15
Archery (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
B.
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Parts of Arrow
Shaft
Pile or point
Fletching
Crest
Nock
Index feather
Parts of Bow
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
Skills
What students will be able to do.
1.
2.
3.
4.
5.
6.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
Concepts
What students will know.
Terminology
A.
Upper limb
Lower limb
Back
Face
Arrow rest
Grip
Tip
String
Serving
Nock set or nock
locator
*These minimum skills must be
taught in this unit.
C.
Instructional Actions
Steps to Shooting
1.
2.
3.
4.
5.
6.
7.
Stance
Grip
Nock
Draw
Anchor
Release
Follow through
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
16
Archery (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity.
D.
E.
F.
G.
H.
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Retrieve
End (flight)
Target
Finger Tab
Arm Guard
Safety
A.
Instructional Actions
Equipment should be
checked daily.
B. Proper bow stringing
should be checked each
class.
C. Arm guards must be
used.
D. Shooters should not wear
loose clothing or jewelry.
*E. Always point arrows
toward target, even when
nocking.
*F. Shoot only on signal.
*G. Never step over shooting
line until told to retrieve
arrows.
H. Watch for rebounding
arrows.
*I. Never draw an unloaded
bow.
*J. Do not draw bow back.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
17
Archery (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Size and distance of targets
Assign roles for each group, teams or lines
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Provide a study Guide
Age Appropriate Skills and Fundamentals
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Consult IEPs and 504 Plans to Differentiate Instruction
Utilize Peer Tutors
PHYSICAL EDUCATION GRADES K-5
18
Balance Equipment Stunts and Tumbling
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that balancing skills, using a wide variety of equipment, and activities, will
help develop body awareness, confidence, and strength.
Essential Questions: How are body awareness, confidence, and strength developed by participating in a balancing skills unit?
Unit Assessment: Teacher Observation, Skill Testing, Progression of Skills
Core Content Objectives
Cumulative Progress
Indicators
2.6.2.C.1 - Engage in moderate
to vigorous physical activity that
develops all components of
fitness.
2.6.2.C.2 - Monitor heart rate
and breathing before, during,
and after exercise.
2.6.2.C.3 - Develop a fitness
goal and monitor achievement
of the goal.
2.5.4.A.1 - Perform movement
skills with developmentally
appropriate form in both isolated
and applied settings.
2.5.4.A.2 - Demonstrate smooth
transitions between sequential
movement skills used in applied
settings (e.g., creative dance,
gymnastics routine, and trapdribble-shoot).
2.5.4.A.3 - Demonstrate weight
transfer, balance, coordination,
and agility while employing
various movement skills.
Concepts
Skills
What students will know.
What students will be able to do.
Introduction
Balance is an essential
component of the successful
performance of any physical
skill. Students will develop
balance skills utilizing a variety
of equipment. Students should
be shown how the use of
outstretched arms and
changing your center of gravity
by lowering the hips can help
adjust your balance.
Examples of surfers and
skateboarders can be used.
Instructional Actions
Activities/Strategies
Walks
Teacher Observation
Stunts
Relays
Skill Test
Balancing Skills
Stations
Question/Discussion
Tumbling Skills
Walks
Peer Assessment
Low Balance Beam Partner
Stunts
Balance Board
Partner Stunts
Rolls
Tumbling
Safety Requirements
Balance Activities
A. All skills should be
performed on mats
B. Check equipment each
period
C. Have spotters on every
piece of equipment
D. Emphasize head and neck
spotting
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Obstacle Course
Hippity Hop Rodeo
Groups/Teams
PHYSICAL EDUCATION GRADES K-5
19
Balance Equipment Stunts and Tumbling (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.A.4 - Employ various
rhythms, tempos, musical styles,
relationships, directions,
pathways, speeds, and levels
during movement.
2.5.4.A.5 - Respond to multiple
changes in rhythm, tempo, beat,
and musical style.
2.5.4.A.6 - Change the effort or
range of a movement skill or
combination to improve
performance.
2.5.4.A.7 - Modify and adapt
movement skills in relation to
body parts (e.g., clapping over
one‟s head), other participants
(e.g., dance partner, teammate),
objects, and boundaries.
2.5.4.A.8 - Respond
appropriately to visual and
verbal cues during physical
activity.
2.5.4.A.9 - Correct movement
errors in response to feedback
and explain how the change
improves performance.
2.5.4.A.10 - Apply a learned skill
to another movement setting.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
20
Balance Equipment Stunts and Tumbling (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check Points
2.5.4.A.11 - Demonstrate both
improvised and choreographed
movement sequences such as
moving to poetry, or performing
a folk dance or an aerobic
routine.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Grade level modifications
Differentiate Instruction
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Partnership for 21st Century Skills. (2005).Framework for 21st Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
Dynamic Physical Education for Elementary School Children – 15th Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Modified Equipment
PHYSICAL EDUCATION GRADES K-5
21
Balance Equipment Stunts and Tumbling (Cont.)
Resources:
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
22
Ball Unit
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that the proper mechanics of ball skills, development of eye-hand
coordination, visual tracking, and balance will be attained by performing fundamental skills during the course of the unit.
Essential Questions: How are hand-eye coordination and tracking important when trying to catch a ball?
Unit Assessment: Teacher Observation, Skill Testing, Game Play, Progression of Skills
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.D.1 - Explain why good
sportsmanship is important and
demonstrate positive behaviors
during participation.
2.5.2.D.2 - Follow basic activity
and safety rules and explain
why they are important.
2.5.2.D.3 - Explain that practice
and being healthy contribute to
safe and improved performance.
2.5.4.D.1 - Discuss the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer during
physical activity.
2.5.4.D.2. - Describe activityspecific rules, explain their
importance for the safety and
enjoyment of participants, and
follow the rules during physical
activity.
Concepts
Skills
What students will know.
What students will be able to do.
Proper Mechanics of Ball Skills
Balancing
Eye-Hand Coordination
Bouncing
Visual Tracking
Catching
Balance
Kicking
Introduction
The students will be quizzed
through a series of challenges
using balls of different size and
texture. While developing
tactile senses the end result
will be the discovery of the
proper mechanics of ball skills,
the development of hand eyecoordination, visual tracking,
and balance.
Passing
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Ball on Your Body
Punching
A.
B.
C.
D.
E.
F.
G.
H.
I.
Twisting
Throwing and Catching
Spinning
Bouncing and Catching
Throwing
Ball Movement with Partner
Pushing
Obstacle Course
Safety
Fundamental Skills
Relays
A. Make sure all balls are
properly inflated
B. Never stand on any type of
ball
C. Never throw or kick a ball at
another student
A.
B.
C.
D.
E.
F.
G.
Body Parts
Balancing
Punching
Bouncing
Pushing
Catching
Spinning
Kicking
Balancing
Bouncing
Pushing
Catching
Spinning
Kicking
Throwing
Passing
Punching
Dribble Tag
Contests
Groups/Lines/Teams
Assessment
Check Points
Question/Discussion
Skill Test
Teacher Observation
Peer Assessment
Group Work
PHYSICAL EDUCATION GRADES K-5
23
Ball Unit (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
Activities/Strategies
2.5.4.D.3 - Describe and
H. Throwing
demonstrate ways to handle and
I. Passing
care for equipment safely and
responsibly.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Technology Implementation/
Interdisciplinary Connections
Games
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Different sizes and types of balls
Grade level appropriate
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Partnership for 21st Century Skills. (2005).Framework for 21st Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Assessment
Check Points
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
PHYSICAL EDUCATION GRADES K-5
24
Ball Unit (Cont.)
Resources:
Dynamic Physical Education for Elementary School Children – 15th Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
25
Balloon/Beachball Activities
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that eye-hand coordination will be improved by performing various tasks and
skills with balloons and beachballs.
Essential Questions: Why is eye-hand coordination essential for learning throwing, catching, and striking skills?
Unit Assessment: Teacher Observation, Progression of Skills, Skill Testing
Core Content Objectives
Cumulative Progress
Indicators
2.5.6.A.1 - Explain and perform
movement skills that combine
mechanically correct movement
in smooth flowing sequences in
isolated settings (i.e., skill
practice) and applied settings
(i.e., games, sports, dance, and
recreational activities).
2.5.6.A.2 - Explain concepts of
force and motion and
demonstrate control while
modifying force, flow, time,
space, and relationships in
interactive dynamic
environments.
2.5.6.A.3 - Create and
demonstrate planned movement
sequences, individually and with
others, based on tempo, beat,
rhythm, and music (creative,
cultural, social, and fitness
dance).
Concepts
Skills
What students will know.
What students will be able to do.
Introduction
Balloons can be used to
provide interesting movement
experiences that give practice
for eye-hand coordination in
particular. Keeping a balloon
afloat is a valuable challenge
since the activity is within
reach of all students. Success
can be achieved with balloons
when the students are not
quite ready for ball skills.
Beach balls can be used to
provide interesting movement
experiences that give practice
for eye-hand coordination,
throwing, catching, and striking
skills. Beach balls can be used
as a motivational tool which
allows many children to easily
meet with success.
Instructional Actions
Activities/Strategies
Individual Skills
Teacher Observation
Partner Skills
Large Group Activities
Skill Test
Catching
Contests
Question/Discussion
Striking
Teams
Throwing
Timed Skills
Fundamental Skills
A.
Individual
1.
2.
Safety
3.
A. Do not over inflate
balloons
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Small Group Activities
Free exploration so
children have a
chance to gain a
sense of the balloon's
flight.
Hit the balloon into the
air using the top of
your hand, right, left,
alternate.
Hit the balloon into the
air using the palm of
your hand, right, left,
alternate.
PHYSICAL EDUCATION GRADES K-5
26
Balloon/Beachball Activities (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.8.C.1 - Assess player
behavior for evidence of
sportsmanship in individual,
small-group, and team activities.
2.5.8.C.2 - Summarize types of
equipment, products,
procedures, and rules that
contribute to the safety of
specific individual, small-group,
and team activities
Concepts
Skills
What students will know.
What students will be able to do.
B. Be sure area is large
enough for all students to
actively participate
C. Do not force children to
participate in game
activities
D. Allow ample room
between students for all
activities
E. Remove all sharp objects
from area
F. Designate area for each
student to stay in
G. Have extra beach balls
and balloons on hand
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
4.
Balance the balloon on
the top of your hand.
Now do the same on
your palm. Do this in a
stationary position and
while walking.
5.
Balance the balloon on
various body parts
(finger, nose, chin,
knee, head, etc.)
6.
Keep the balloon in
the air using chicken
wings only (elbows).
7.
Keep the balloon in
the air using your
knees only. Stress
using knees, not feet.
8.
Keep the balloon in
the air using your head
only.
9.
Keep the balloon in
the air using volleyball
passes (underhand,
overhead, serve).
10. In crab position, walk
and keep balloon on
stomach.
11. Sit down and keep
balloon in air by
blowing on it.
12. Punch the balloon and
jump up and hit it
again.
13. Tap the balloon back
and forth in front of
face.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
27
Balloon/Beachball Activities (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
14. Establish sequence to
keep balloon in air.
Example: head, hand,
knee, finger, shoulder.
15. Walk the balloon,
place arms out to the
sides. Begin with
balloon, place arms
out to the sides. Begin
with balloon on top of
one hand. "Walk" it up
the arm, over the head
and down to the other
hand. Go back to
starting position.
16. Sit down and punch
balloon into air. Punch
underhand and
overhand. Do the
same from kneeling
and standing position.
17. Use a badminton
racket or stocking
paddle to hit balloon
into air.
18. Keeping one foot in
place, pivot and keep
balloon in air.
19. Hit the balloon into air,
bend down and touch
the floor. Return to
standing position
before hitting balloon
again.
20. Bounce the balloon
from finger to finger on
each hand.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
28
Balloon/Beachball Activities (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
B.
Partner Activities
1.
2.
3.
4.
5.
6.
Hit one balloon back
and forth using hands.
Try with two balloons,
use different colors.
Hit balloon to partner
who must return it
using another body
part.
Hit one balloon back
and forth using a
badminton racket or
stocking paddle.
Play baseball. One
partner pitches and the
other hits the balloon
using his/her arms as
a bat.
One partner lays
down, the other drops
the balloon to the
partner who must try to
hit it back to his/her
partner.
Play game: partner
"keep it up" for 2-4
minutes to be utilized
as a cardiovascular
activity
Activities
A.
Individual
1.
2.
Toss to self and
catch.
With fist, hit and
catch.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
29
Balloon/Beachball Activities (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
3.
Tap in air (using
fingertips), keep above
head.
4.
Head ball.
5.
Keep ball in air using
knees.
6.
Alternate hits, head to
hand.
7.
Alternate hits, head to
knee.
8.
Hit with flat hand.
9.
Hit with top of hand.
10. Alternate hits with top
of hand and palm.
11. Keep ball in air with
elbow.
12. Toss the ball against
wall and catch.
13. Toss ball in air, spin
around and catch it.
14. Toss ball in air, sit
down and catch it.
15. Toss ball in air, clap
hands as many times
as possible before
catching it.
B.
Partner Activities
1.
2.
3.
Have a catch.
Alternate height of
beach ball.
Hit ball to partner who
catches it and returns
it with a hit.
Use volleyball bump
and pass to partner.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
30
Balloon/Beachball Activities (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Instructional Actions
Activities/Strategies
Modified Equipment
Different size balls/balloons
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Different weight balls
Alter distances
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
nd
Teacher(2 Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Assessment
Technology Implementation/
Check Points
Interdisciplinary Connections
4.
Use volleyball
overhead pass to
partner.
5.
Use volleyball serve to
partner.
6. Play partner game
"keep it up" for 2-4
minutes to utilize as a
cardiovascular activity.
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Modify games and contests
PHYSICAL EDUCATION GRADES K-5
31
Balloon/Beachball Activities (Cont.)
Resources:
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
32
Basketball
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that basketball is a team sport that utilizes the basic skills of shooting,
passing, catching, and dribbling.
Essential Questions: How will understanding the basic skills of shooting, dribbling, passing, and catching enhance performance?
Unit Assessment: Teacher Observation, Skills Test, Written Test, Peer Assessment
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 - Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities.
2.5.2.B.2 – Explain the
difference between offense and
defense.
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Rules, scoring and safety
Question/Discussion
Small groups at baskets for
passing and shooting drills
Student
Demonstration
Timed skills contests
Skills Test
Shooting contests
Worksheets
Introduction
Basketball is a team sport that
utilizes many basic motor skills
and functions. Emphasis at
the elementary level is placed
on basic skills of shooting,
passing, catching, dribbling,
and safety. Games are
modified to the skill level of the
students.
Dribbling
- Stationary
- Moving
Catching
1v1, 3v3, 5v5
Written Test
Fundamental Skills
Shooting
- Lay-ups
- Jump shots
- Foul Shots
Lead-up games
- Hot Shot
- Horse or Out
- Around the World
- Knock-out
- Sideline basketball
- Foul Shots
Student Assessment
Round Robin Tournament
Peer Assessment
Dribbling Relays
Daily Score Sheets
*A.
Dribbling
1.
2.
*B.
*C.
D.
E.
Stationary
Moving
Passing/Catching
Shooting
Rebounding
Defense
Passing
- Chest
- Bounce
- Overhead
Rebounding
A.
B.
C.
Dribble
Cross Over
Change of Pace
Use check-off sheet
Group Presentations
Defense
Offense
Lead-up Games
Terminology
Teacher Observation
Defensive Drills
PHYSICAL EDUCATION GRADES K-5
33
Basketball (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
2.5.4.B.1 – Explain and
demonstrate the use of basic
offensive and defensive
strategies (e.g., player
positioning, faking, dodging,
creating open areas, and
defending space)
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
Concepts
Skills
What students will know.
What students will be able to do.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
V.
W.
X.
Y.
Z.
AA.
BB.
Whirl
Discontinue
Double Dribble
Pass
Bounce Pass
Chest Pass
Outlet Pass
Shot
Lay Up
Jump Shot
Foul Shot
Hook Shot
Bank Shot
Backboard
Rebound
Box Out
Defense
Zone
Man to Man
Center
Forward
Guard
Up and Down
Walking/Traveling
Pivot
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
*These minimum skills must be
taught in this unit.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
A.
B.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Activities
A.
Dribbling
1.
Stationary
a.
b.
c.
d.
e.
f.
g.
h.
i.
2.
right-handed
left-handed
cross-over
around the body
circle leg over
ball
figure "8"
kneel, sit, lie
down
catch between
legs
don't look
Moving
a.
b.
c.
d.
e.
right-handed,
down and back
left-handed,
down and back
cross over
whirl, 2 down-2
back
change of pace
Safety
B.
C.
Warm-up before activity
Stress non-contact
aspect of sport
Keep fouling to a
minimum by calling
closely
Passing/Catching
1.
2.
3.
Two-handed bounce
pass
Two-handed chest
pass
One-handed baseball
pass
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
34
Basketball (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
4.
Two-handed over the
head outlet pass
C.
Passing By 2's Down and
Back (No Dribbling)
1.
Basics
2.
Relays
D.
Shooting
1.
2.
3.
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity.
2.6.4.A.2 – Participate in
moderate to vigorous ageappropriate activities that
address each component
health-related and skills-related
fitness.
4.
5.
E.
Foul Shot
1.
2.
3.
F.
Boxing-out (position)
Rebound outlet
Rebound lay-up
Defense
1.
2.
3.
H.
One-handed push
Two-handed
underhand
Two-handed push
Rebounding
1.
2.
3.
G.
Lay-up
Jump shot
One-handed push
shot
Hook shot
Bank shot
Stance-position of
body
Player-to-player
Zone
Lead-Up Games
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
35
Basketball (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
1.
Pepsi Hot-Shot
Contest
2.
Out or Horse
3.
Around the World
4.
2 on 2, 3 on 3
5.
Sideline basketball or
2 on 2, 3 on 3, 4 on
4, depending on
number of baskets
available
a.
b.
6.
stress team
work
call fouls
closely
Knock out
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
36
Basketball (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices,
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Size and distance of baskets and basketballs
Adjust height of baskets
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Use targets on the wall
Age Appropriate Skills and Fundamentals
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
Assign roles for each group, teams or lines
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Provide a study Guide
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Consult IEPs and 504 Plans to Differentiate Instruction
Utilize Peer Tutors
PHYSICAL EDUCATION GRADES K-5
37
Bean Bags
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that perceptual motor abilities can be improved by participating in throwing
and catching activities using a beanbag.
Essential Questions: How will performing various beanbag activities improve perceptual motor abilities?
Unit Assessment: Teacher Observation, Progression of Skills, Skill Testing
Core Content Objectives
Cumulative Progress
Indicators
2.5.6.A.1 - Explain and perform
movement skills that combine
mechanically correct movement
in smooth flowing sequences in
isolated settings (i.e., skill
practice) and applied settings
(i.e., games, sports, dance, and
recreational activities).
2.5.6.A.2 - Explain concepts of
force and motion and
demonstrate control while
modifying force, flow, time,
space, and relationships in
interactive dynamic
environments.
2.5.6.A.3 - Create and
demonstrate planned movement
sequences, individually and with
others, based on tempo, beat,
rhythm, and music (creative,
cultural, social, and fitness
dance).
Concepts
Skills
What students will know.
What students will be able to do.
Introduction
Bean bags are an inexpensive
teaching tool which can be
used effectively to reinforce
perceptual motor abilities.
They provide a good
introduction to throwing and
catching skills for primary level
children and should precede
instruction with balls. All parts
of the body can be brought into
play with bean bag activities.
Instructional Actions
Activities/Strategies
Throwing
Teacher Observation
Catching
Partner
Skill Test
Tossing
Target Activities
Question/Discussion
Agility
Using Both Hands
Evaluation
Balance
Right Hand
Use of Body Parts
Left Hand
Target Activities
Safety
A. Targets
Proper warm-up.
Age appropriate skills.
Pair-up equally skilled
partners.
Proper progression of throwing
and catching skills.
Make sure targets are at a safe
distance.
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Individual
1. Line
2. Circle or squares drawn
on floor
3. Targets drawn on walls,
pictures, shapes, etc
4. Hoops, stationary or
swinging
5. Tires
6. Waste basket or barrel
7. Boxes
8. Rebound net
PHYSICAL EDUCATION GRADES K-5
38
Bean Bags (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.8.C.1 - Assess player
behavior for evidence of
sportsmanship in individual,
small-group, and team activities.
Concepts
Skills
What students will know.
What students will be able to do.
Emphasize that students must
stay put of the paths of bean
bags and targets.
Handle bean bag properly.
2.5.8.C.2 - Summarize types of
equipment, products,
procedures, and rules that
contribute to the safety of
specific individual, small-group,
and team activities
Do not step on bean bags.
Make sure that partners are
ready to catch bean bags.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
9. Commercial targets with
various size and shape
holes, with or without
points for scoring (can
also be made with heavy
cardboard or wood)
10. Milk cartons, for knocking
down, or foam bowling
pins
Assessment
Check Points
B. Activities
Be aware of surroundings,
boundaries, etc.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
1. Use different styles of
throwing
2. Vary distance from target
3. Throw from different
positions
4. Can be used for skill
building practice or
competition
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Varying distance from target
Sizes and colors of beanbags
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Peer Tutors
PHYSICAL EDUCATION GRADES K-5
39
Bean Bags (Cont.)
Resources:
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
Dynamic Physical Education for Elementary School Children – 15th Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
40
Bowling
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that bowling will develop individual skills emphasizing pendulum arm swing,
approach, delivery, pin setting, scoring, and safety.
Essential Questions: How will participating in bowling enhance overall knowledge of the subject as well as create lifetime skills?
Unit Assessment: Skills Test, Written Test, Teacher Observation
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 – Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
Concepts
Skills
What students will know.
What students will be able to do.
Introduction
Bowling offers opportunities to
develop individual skills in a
self-testing setting. Emphasis
is placed on the pendulum arm
swing, approach, delivery, pin
setting, scoring, and safety.
The size and weight of the ball
varies depending on the length
of the lane and abilities of the
students.
Proper Grip
Proper stance and push away
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Grip and Stance
Pendulum arm swing and push
away
Pendulum arm swing
Skills Test
Written Test
Teacher Observation
Approach and delivery
1, 2, 3, or 4-step approach
Question/Discussion
Delivery and follow-through
Knowledge of pins and their spots
on the floor
Pin setting and ball return
One pin spares – 1, 5, 6, 10 Pin
Score keeping
Bowling Pin Relay
Ball return and pin setting
2-pin spares
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities
Assessment
Check Points
3-pin spares
4-pin spares
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
Splits
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
Score Keeping
Ten {ins
Safety
PHYSICAL EDUCATION GRADES K-5
41
Bowling (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
Skills
Activities/Strategies
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Ball
Score
Alley
Strike
Approach
Frame
Split
Delivery
Open
Double
Miss
Angels
Pendulum swing
Channel
Safety
A.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
B.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
D.
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity.
Concepts
What students will know.
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
C.
E.
F.
G.
Instructional Actions
Students must grip the
ball properly.
Release and speed of
the ball must be
established.
Regulations for pin
setting and return of the
ball must be established.
Mats are used to cushion
the ball and pins to
prevent breaking.
Appropriate space
between alleys must be
established.
Students must have
appropriate waiting
space.
Modify the ball if
necessary.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
42
Bowling (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Size and weight of ball
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Partnership for 21st Century Skills. (2005).Framework for 21st Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
Dynamic Physical Education for Elementary School Children – 15th Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Length of lane
PHYSICAL EDUCATION GRADES K-5
43
Circus Skills
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that participating in this unit will develop and improve overall coordination,
depth perception, targeting, and tracking skills as well as provide students with awareness of body and space.
Essential Questions: How can circus skills provide a self-motivating, non-competitive form of physical education and recreation?
Unit Assessment: Skills Test, Written Test, Teacher Observation
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.A.1 - Perform movement
skills with developmentally
appropriate form in both isolated
and applied settings.
2.5.4.A.2 - Demonstrate smooth
transitions between sequential
movement skills used in applied
settings (e.g., creative dance,
gymnastics routine, and trapdribble-shoot).
2.5.4.A.3 - Demonstrate weight
transfer, balance, coordination,
and agility while employing
various movement skills.
2.5.4.A.4 - Employ various
rhythms, tempos, musical
styles, relationships, directions,
pathways, speeds, and levels
during movement.
2.5.4.A.5 - Respond to multiple
changes in rhythm, tempo, beat,
and musical style.
Concepts
Skills
What students will know.
What students will be able to do.
Introduction
Circus skills are individualized,
self-motivating, noncompetitive forms of physical
education and recreation.
These activities assist students
in developing and improving
overall coordination, depth
perception, targeting and
tracking skills as well as
providing the students with an
awareness of body and space.
2 Scarf Juggle
Terminology
Devil Stick
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Juggling scarves
Devil stick
Spinning plate
X pattern
Juggling balls
Flipping the devil stick
Wrist action
Columns
Cascade
Juggling Cubes
3 Scarf Juggle
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Fundamental Skills
*A. 2 Scarf Juggle X pattern
*B. 3 Scarf Juggle
2 Bean Bag Cube Juggle
*1.
*2.
*3.
3 Bean Bag Cube Juggle
2 Ball Juggle X pattern
3 Ball Juggle X Pattern
Spinning Plate
*C.
*D.
E.
F.
G.
X pattern
Columns
Cascade
2 Bean Bag Cube Juggle
3 Bean Bag Cube Juggle
2 Ball Juggle X pattern
3 Ball Juggle X pattern
Devil Stick
*1.
*2.
*3.
4.
5.
6.
7.
Devil stick on floor,
move side to side
Devil stick in air, move
side to side
Single flip in air
Double flip in air
Triple flip in air
Quadruple flip
Partner throw and catch
H. Spinning Plate
Assessment
Check Points
Skills Test
Written Test
Teacher Observation
Question/Discussion
Peer Assessment
PHYSICAL EDUCATION GRADES K-5
44
Circus Skills (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.A.6 - Change the effort or
range of a movement skill or
combination to improve
performance.
2.5.4.A.7 - Modify and adapt
movement skills in relation to
body parts (e.g., clapping over
one‟s head), other participants
(e.g., dance partner,
teammate), objects, and
boundaries.
2.5.4.A.8 - Respond
appropriately to visual and
verbal cues during physical
activity.
2.5.4.A.9 - Correct movement
errors in response to feedback
and explain how the change
improves performance.
Concepts
Skills
What students will know.
What students will be able to do.
Safety
A. Have students tuck the
scarves they are not using
into their pockets or
waistbands. Never lay
them on the floor as they
are too slippery.
B. Provide sufficient space
for each of the activities.
C. Stress control when
flipping the devil stick.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
*1. Basic plate spinning on
stick
2.
Transfers to different
parts of the body and
the stick
3.
Aerials
4.
Balance on different
body parts
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
45
Circus Skills (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Age Appropriate skills and fundamentals
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Partnership for 21st Century Skills. (2005).Framework for 21st Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Utilize peer tutors
Allow more time to master skills
Modify all skills for better success of all students
Selective groups and partners
PHYSICAL EDUCATION GRADES K-5
46
Combatives
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that combative contests help arm and leg strength as well as agility,
coordination, and strategic thinking.
Essential Questions: How will students‟ sportsmanship and strategic thinking improve by participating in a combatives unit?
Unit Assessment: Teacher observation, Participation, and Cooperation
Core Content Objectives
Cumulative Progress
Indicators
2.6.2.C.1 - Engage in moderate
to vigorous physical activity that
develops all components of
fitness.
2.6.2.C.2 - Monitor heart rate
and breathing before, during,
and after exercise.
2.6.2.C.3 - Develop a fitness
goal and monitor achievement
of the goal.
Concepts
Skills
What students will know.
What students will be able to do.
Introduction
Combative contests help to
develop arm and leg strength,
agility, coordination, and
strategic thinking. Combative
activities are excellent as a
mini unit of 2 or 3 days in
between regular units.
Emphasis is placed on
sportsmanship and safety.
Instructional Actions
Activities/Strategies
Push Up
Teacher Observation
Stoop and balance
Hop and pull hands
Student Cooperation
Develop arm strength
Back to back push
Participation
Develop leg strength
One foot knockdown
Question/Discussion
Shoulder roll
Rooster Fight
Grade is based on
participation,
cooperation, and
observation of safety
rules.
Stick Pull
Safety
Pull stick tug of war
2.6.4.B.1 - Discuss the
importance of regular physical
activity.
2.6.4.B.2 - Describe and apply
the training principles of
frequency, intensity, and time
(FIT) during physical activity.
Use mats whenever
possible in the combative
area
B. Do not force any student
to participate
C. Have class sit, kneel, or
stand around mats when
needed. This serves two
purposes, to hold mats
together and to prevent
combatants from falling off
mats.
D. Set definite rules so there
is no rough play.
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Pull hands
A.
Stick Twist
Leg Wrestling
Hand Wrestle
Push up Wrestling
Balloon Break
Hoppity Hops
Strategy
Sportsmanship
PHYSICAL EDUCATION GRADES K-5
47
Combatives (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.6.4.B.3 - Explain that using
performance-enhancing
substances, including anabolic
steroids and supplements, may
be unsafe and illegal.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check Points
Fundamental Skills
A.
B.
C.
D.
E.
Push up
Stoop and balance
Arm strength
Leg strength
Shoulder Roll
Terminology
A. Pull hands
B. Back to back
C. Bullying
D. Rooster fight
E. Stick Pull
F. Pull stick tug of war
G. Stick twist
H. Leg wrestling
I. Stoop
J. Hand Wrestle
K. Push Up
L. Strategy
M. Elbow Wrestle
N. Combative
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Age Appropriate Activities
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
More time to master skills
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Modify games and contests
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Consult IEP and 504 plans
Selective groups and partners
PHYSICAL EDUCATION GRADES K-5
48
Combatives (Cont.)
Resources:
Partnership for 21st Century Skills. (2005).Framework for 21st Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
nd
Teacher(2 Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
49
Developmental Games
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that developmental games offer many ways to improve basic physical
education skills in game situations.
Essential Questions: How does participation in a developmental games unit improve basic physical education skills?
Unit Assessment: Teacher Observation, Skills Test, Written Test
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.B.1 - Identify body planes
and parts.
2.5.2.B.2 - Explain how changes
in direction, pathways and levels
can alter movement.
2.5.2.B.3 - Explain how changes
in rhythm, tempo, beat, and
musical style can alter
movement.
2.5.2.B.4 - Distinguish between
personal and general space.
2.5.2.B.5 - Explain verbal and
visual cues used to improve skill
performance.
Concepts
Skills
What students will know.
What students will be able to do.
Introduction
Developmental games offer a
variety of ways to improve
basic physical education skills
in game situations. Rules are
modified as necessary to
provide for safety. and the skill
level of the students.
Instructional Actions
Activities/Strategies
Improved eye-hand coordination
Teacher Observation
Locomotor activities
Carom Pool
Skills Test
Balance
Jokari
Written Test
Improved game tactics
Horseshoes
Question/Discussion
Zim Zam
Safety
Velcro lawn darts
Equipment must be in good
repair
Use equipment only as
instructed
Checkers/Chess
Frisbee
Four Square
Shuffleboard
2.5.4.A.1 - Perform movement
skills with developmentally
appropriate form in both isolated
and applied settings.
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Nock Hockey
Tether ball
Table tennis
Badminton
Handball
Lollipop Arch Games
Team Handball
PHYSICAL EDUCATION GRADES K-5
50
Developmental Games (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.A.2 - Demonstrate smooth
transitions between sequential
movement skills used in applied
settings (e.g., creative dance,
gymnastics routine, and trapdribble-shoot).
2.5.4.A.3 - Demonstrate weight
transfer, balance, coordination,
and agility while employing
various movement skills.
2.5.4.A.4 - Employ various
rhythms, tempos, musical
styles, relationships, directions,
pathways, speeds, and levels
during movement.
2.5.4.A.5 - Respond to multiple
changes in rhythm, tempo, beat,
and musical style.
2.5.4.A.6 - Change the effort or
range of a movement skill or
combination to improve
performance.
2.5.4.A.7 - Modify and adapt
movement skills in relation to
body parts (e.g., clapping over
one‟s head), other participants
(e.g., dance partner,
teammate), objects, and
boundaries.
2.5.4.A.8 - Respond
appropriately to visual and
verbal cues during physical
activity.
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Cricket
Cup Stax
Croquet
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
51
Developmental Games (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check Points
2.5.4.A.9 - Correct movement
errors in response to feedback
and explain how the change
improves performance.
2.5.4.A.10 - Apply a learned
skill to another movement
setting.
2.5.4.A.11 - Demonstrate both
improvised and choreographed
movement sequences such as
moving to poetry, or performing
a folk dance or an aerobic
routine.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Rules are modified to skill levels of students
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Partnership for 21st Century Skills. (2005).Framework for 21st Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Modify games and contests
PHYSICAL EDUCATION GRADES K-5
52
Developmental Games (Cont.)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
53
Floor Hockey
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that hockey improves eye-hand coordination, striking skills, and teamwork.
Essential Questions: What are the skills and strategies necessary to successfully participate in a hockey unit?
Unit Assessment: Teacher Observation, Skills Test, Written Test
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
2.5.2.A.1 – Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
Introduction
Hockey can be played indoors
or outdoors using a stick and
either a plastic ball or a puck.
Emphasis is on eye-hand
coordination, the fundamental
skill of striking, team play, and
safety
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
Terminology
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
Center
Crease
Defense
Dribble
Face-off
Forwards
Goal
Goalkeeper
High sticking
Hooking
Interference
Offense
Off-sides
Out of play
Penalty
Penalty Box
Stick-handling
Trapping
Instructional Actions
Activities/Strategies
Assessment
Check Points
Grip and carry of stick
Technology Implementation/
Interdisciplinary Connections
Sideline Hockey
Teacher Observation
Stick handling or dribbling
Hockey Baseball
Skills Test
Pass
Modified Games
Written Test
Trap
Shooting Contests
Question/Discussion
Shooting
Skills contest
Face-off
Tournaments
Goalie Skills
Timed Contests
Modified Offense Situations
Modified Defense Situations
2 forwards vs. 1 defender
2 forwards vs. goalie
PHYSICAL EDUCATION GRADES K-5
54
Floor Hockey (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
S.
B.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
C.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
E.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity.
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Brief history and origin of
the sport
Safety
A.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
D.
F.
G.
Instructional Actions
Sticks must always be
held below the waist in
contact with the floor.
Stress the use of two
hands on the stick.
Use sticks only to hit the
puck or ball.
Goalies must wear a
mask and baseball
glove.
Establish a goal area in
which only the goalie is
allowed to be.
Review penalties such
as high sticking, tripping,
interference, hooking,
body checking, and set
up a penalty box for
offenders.
Sticks must have
protective piece on butt
end of stick.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
55
Floor Hockey (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Use of puck or ball
Length of sticks
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Modified game play
PHYSICAL EDUCATION GRADES K-5
56
Frisbee
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that participating in Frisbee activities enhance catching and controlled
throwing skills, as well as, flexibility and sportsmanship.
Essential Questions: How will participating in Frisbee activities help develop overall coordination, flexibility, and sportsmanship?
Unit Assessment: Teacher Observation, Skills Test, Written test
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 – Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
Instructional Actions
Concepts
Skills
What students will know.
What students will be able to do.
Introduction
The "flying saucer" can be a
valuable tool for teaching
movement in relation to a flying
object as well as a nonthreatening, fun way to
develop catching skills. It is
also an excellent means of
teaching a student how to
control his wrist and arm power
which is needed for controlled
throwing. Emphasis will be
placed on the grip, throwing,
and catching while playing
games that develop
coordination, flexibility, and
sportsmanship.
Activities/Strategies
Throwing (stepping properly)
Catching
Backhand
Forehand
Overhand
Side Arm
Curve
Skip
Come Back
Thumbs Up
Thumbs Down
Assessment
Check Points
Question/Discussion
Run and Catch
Types of throws
Teacher Observation
VI. Evaluation
Catching
A.
Skills test
Free style
B.
Written test
Various Throws
Free style with partners
Various Catches
Contests
Run and Throw
Teams
Tournaments
D.
Free Style
E.
Free Style
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
Technology Implementation/
Interdisciplinary Connections
Throwing Grips
PHYSICAL EDUCATION GRADES K-5
57
Frisbee (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
J.
K.
L.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
Area should be free of debris
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity.
Instructional Actions
Traps
Tipping
Boomerang
Safety
Area should be large enough
so players don‟t run into each
other
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
58
Frisbee (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Type and size of Frisbee
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Vary Distances
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Target games
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Modified Contests
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
Dynamic Physical Education for Elementary School Children – 15th Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Modified Games
PHYSICAL EDUCATION GRADES K-5
59
Golf (Yolf)
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that participating in golf improves eye-hand coordination, focus, relaxation,
and technique.
Essential Questions: How does participating in golf increase a student‟s concentration and overall focus?
Unit Assessment: Skills Test, Written Test, Teacher Observation
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 – Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities
Concepts
Skills
What students will know.
What students will be able to do.
Introduction
Golf is an excellent sport for
teaching hand-eye
coordination, focus, control,
concentration, relaxation, and
technique. It also has great
carry-over value as a lifetime
sport for all ages. Since it is a
minimal intensity game and
low in cardiovascular activity,
golf makes for a good unit
during the high temperature
teaching months.
Fundamental Skills
*A.
*B.
*C.
*D.
Grip
Stance
Alignment and Address
The Swing
Terminology
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
A.
B.
C.
D.
E.
F.
Interlocking Grip
Addressing the Ball
Takeaway
Backswing
Top of Backswing
Downswing
Instructional Actions
Activities/Strategies
Assessment
Check Points
Grip
Technology Implementation/
Interdisciplinary Connections
Technique Activities
Teacher Observation
Stance
Grip and Stance
Written Test
Alignment Address
Grip, Stance, Alignment
Skills Test
The Swing
Alignment, Swing , and Follow
through
Question/Discussion
Strategy
Reinforcement Activities
Scoring
Driving Range-for distance and
accuracy(cones or markers).
Mini Course- explain rules and
scoring. Set up various courses.
Yolf - a game combining croquet
and golf with its own specific
equipment and rules.
PHYSICAL EDUCATION GRADES K-5
60
Golf (Yolf) (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
V.
W.
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Impact
Follow Through
Club
Face
Open
Chip
Tee
Fairway
Shaft
Par
Hole-In-One
Tee Off
Stroke
Wood
Iron
Putter
Putting Green
*These minimum skills must be
taught in this unit.
Safety
A.
B.
C.
D.
Instructional Actions
Use wiffle golf balls only.
Partners must, at all
times, stand along side
and face the person
driving.
Give sufficient room
between driving areas.
Golfer may not drive
unless partners are
standing across from
them.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
61
Golf (Yolf) (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Distances between targets
Size of wiffle ball and length of yolf stick
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Modified Games
Modified Courses
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006). Hastie, Peter;
Martin, Ellen. Benjamin-Cummings Publisher.
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
62
Hula Hoops
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that their balance, spatial awareness, and coordination will be improved by
participating in hoop activities.
Essential Questions: How will participating in hoop activities help students develop spatial relationships?
Unit Assessment: Teacher Observation as well as Skill Progression
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 - Perform movement
skills (locomotor, nonlocomotor,
and manipulative skills) with
developmentally appropriate
control in isolated (skill practice)
and applied
(game/sport/dance/recreational)
settings
2.5.4.A.1 - Perform movement
skills with developmentally
appropriate form in both isolated
and applied settings.
2.5.4.A.2 - Demonstrate smooth
transitions between sequential
movement skills used in applied
settings (e.g., creative dance,
gymnastics routine, and trapdribble-shoot).
2.5.4.A.3 - Demonstrate weight
transfer, balance, coordination,
and agility while employing
various movement skills.
Concepts
Skills
What students will know.
What students will be able to do.
Introduction
The use of hoops adds variety
and excitement to physical
education classes. They help
develop spatial relationships
and form perception in addition
to assuring some form of
achievement and success.
Emphasis will be placed on the
basic skills and safety.
Instructional Actions
Activities/Strategies
Rolling
Teacher Observation
Spinning
Partners/ Individual
Contests
Rotating
Musical Hoops
Question/Discussion
Throwing
Hoops and Wands
Skills Test
Catching
Obstacle Course
Sliding
Relays
Jumping
Contests
Fundamental Skills
A.
B.
C.
D.
E.
F.
G.
Rolling
Spinning
Rotating
Throwing
Catching
Sliding
Jumping
Safety
A.
B.
Make sure there are no
sharp edges on the hoop
Never throw a hoop at
other students
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Combination of all basic skills
Teams/Groups
PHYSICAL EDUCATION GRADES K-5
63
Hula Hoops (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.A.4 - Employ various
rhythms, tempos, musical styles,
relationships, directions,
pathways, speeds, and levels
during movement.
2.5.4.A.5 - Respond to multiple
changes in rhythm, tempo, beat,
and musical style.
2.5.4.A.6 - Change the effort or
range of a movement skill or
combination to improve
performance.
2.5.4.A.7 - Modify and adapt
movement skills in relation to
body parts (e.g., clapping over
one‟s head), other participants
(e.g., dance partner, teammate),
objects, and boundaries.
2.5.4.A.8 - Respond
appropriately to visual and
verbal cues during physical
activity.
2.5.4.A.9 - Correct movement
errors in response to feedback
and explain how the change
improves performance.
2.5.4.A.10 - Apply a learned skill
to another movement setting.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
64
Hula Hoops (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.A.11 - Demonstrate both
improvised and choreographed
movement sequences such as
moving to poetry, or performing
a folk dance.
2.5.4.B.1 - Discuss the
importance of proper body
mechanics when performing
movement skills.
2.5.4.B.2 - Explain the
fundamental principles of force,
motion, base of support, and
center of gravity as applied to
physical activity.
2.5.4.B.3 - Explain how
changing the energy, flow,
effort, or range of movement
skill changes the quality of the
movement (e.g., baby steps vs.
giant steps).
2.5.4.B.4 - Discuss ways to
refine and increase control when
performing movement skills.
2.5.4.B.5 - Discuss ways that
personal and general space is
used in all forms of physical
activity (e.g., using the entire
dance floor, position play in a
sport).
2.5.4.B.6 - Explain how a
movement skill can be used in
another movement setting.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
65
Hula Hoops (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check Points
2.5.4.B.7 - Give examples of
verbal and visual cues used to
improve movement skill
performance.
2.5.4.B.8 - Define and use skilland activity-specific vocabulary.
2.5.4.C.1 - Explain and
demonstrate the use of simple
strategies, including player
positioning aerobic routine.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Sizes of hoops
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Modify stunts and skills
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Peer tutors
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Selective groups and partners
Partnership for 21st Century Skills. (2005).Framework for 21st Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
nd
Teacher(2 Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Consult IEP and 504 plans
PHYSICAL EDUCATION GRADES K-5
66
Hula Hoops (Cont.)
Resources:
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
67
Jump Rope Unit
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that the use of jump ropes will develop coordination, rhythm, endurance, and
enhance problem-solving skills.
Essential Questions: What challenges and skills will students overcome and develop by participating in jump rope activities?
Unit Assessment: Teacher Observation , Skill Testing, Progression of Skills
Core Content Objectives
Cumulative Progress
Indicators
2.5.6.A.1 - Explain and perform
movement skills that combine
mechanically correct movement
in smooth flowing sequences in
isolated settings (i.e., skill
practice) and applied settings
(i.e., games, sports, dance, and
recreational activities).
2.5.6.A.2 - Explain concepts of
force and motion and
demonstrate control while
modifying force, flow, time,
space, and relationships in
interactive dynamic
environments.
2.5.6.A.3 - Create and
demonstrate planned movement
sequences, individually and with
others, based on tempo, beat,
rhythm, and music (creative,
cultural, social, and fitness
dance).
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Written Tests
Rope Rhymes
Fitness Skills
Teacher observation
Different muscle groups used
in fitness activities
Utilize fundamental gross motor
skills
Definition of teamwork
Collaborative games
Application of teamwork
Arm Positioning
Single-rope vs. double-rope
activities
Cardio respiratory fitness
benefits
Timing
Jump aerobics
Agility
Activities
Coordination skills
A.
Safety issues while turning the
rope(s)
Introduction
A long stretch rope, individual
jump ropes, or Chinese jump
ropes are all excellent tools for
development of coordination,
rhythm, endurance and
problem-solving. Rope
activities, used in a variety of
ways, provide countless
challenges and enjoyment for
the students.
Fundamental Skills
A.
Arm position
1. American, elbows 8
inches from side
2. European, arms
horizontal, shoulder
high
B.
C.
D.
E.
Landing
Turning the rope
Rebound jump
Skipping
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Collaborative games
Long rope or stretch rope
1. Rope laid on floor
a. Go over it any way
you can
b. Go over it at
different levels
c. Go over it using any
locomotor
movements
d. Go over it forwards,
backwards,
sideways
e. Find new ways to go
over it
PE Grading
procedures
PHYSICAL EDUCATION GRADES K-5
68
Jump Rope Unit (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.8.C.1 - Assess player
behavior for evidence of
sportsmanship in individual,
small-group, and team activities.
Skills
What students will be able to do.
Safety
A.
B.
2.5.8.C.2 - Summarize types of
equipment, products,
procedures, and rules that
contribute to the safety of
specific individual, small-group,
and team activities
Concepts
What students will know.
C.
Provide sufficient space
between swinging ropes.
When exploring with the
stretch rope, mats will
sometimes have to be
used.
Watch for fatigue.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
2. Go down the rope
alternating from side to
side without touching
the rope, different
locomotor movements,
levels, directions, twists.
3. Over a raised rope
(height depends on the
skill level).
4. Under a raised rope
a. Go under it any way
you can
b. Find new ways to go
under rope
c. Go under head first,
feet first, on
stomach, on back,
on side, rolling
d. Go under rope using
an animal walk,
seal, crab, etc.
5. Go over the snake,
snake rope back and
forth on floor.
6. Go over the waves,
rope moves up and
down.
7. Go through the window
(hold rope sideways to
form a window), several
different ways.
8. Go over the rope at the
highest point you can.
9. Move over a swaying
rope (side to side)
several different ways.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
69
Jump Rope Unit (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
10. Move through a turning
rope.
11. Take turns jumping
rope.
12. Use various jumping
rhymes.
B.
Double long rope
1. Use #1 to #12 for single
long rope.
2. Go over first rope and
under the second.
3. Go under first rope and
over the second.
4. Double Dutch.
C.
Individual ropes
1. Lay rope on floor, walk
it as if it were a
tightrope, move forward,
backward and
sideways.
2. Walk the tightrope with
eyes shut.
3. Jump side to side
across the rope without
touching it.
4. Hop side to side without
touching it.
5. Use various locomotor
movements to go
around the rope.
6. Go over the rope in
different ways, levels,
directions, locomotor
movements.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
70
Jump Rope Unit (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
7. Make a bridge over the
rope, have 2, 3, 4, and
5 body parts touching
the floor.
8. Straddle rope, jump into
air, turn around and
land on your feet
straddling the rope, 1/2
turn, then whole turn.
9. Make the rope in the
shape of a circle on the
ground, put your body
inside the circle and
take up as much space
as you can, as little
space as you can.
10. Stand outside the circle,
put your left hand inside
the circle, your right
elbow, etc.
11. Stay outside the circle,
find ways of going over
and around the circle
without touching the
inside.
12. Make little circles with
your rope, put one body
part in each circle and
balance.
13. Make little circles with
your rope, letters,
numbers, and geometric
shapes.
14. Hold the rope in front of
you and sway it back
and forth, jump forward
and back.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
71
Jump Rope Unit (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
15. Turn the rope and see
how many times you
can jump rope, first
stationary, and then
moving.
16. Hop rope, first
stationary, and then
moving.
17. Skip rope, first
stationary, and then
moving.
18. Rocking chair, leap
forward on one foot and
back on the other.
19. Jump pepper.
20. While turning the rope,
criss-cross arms
21. Jump backward
22. Get a partner, use only
one rope and do the
following:
a. Jump facing one
another
b. Jump side by side,
rope help in outside
hand
c. Find new ways to
jump with partner
D.
Chinese Jump Rope
1. Three per rope, two
hold rope while one
does activity
a. Toe in, toe out, right
side, left side
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
72
Jump Rope Unit (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
b. Lift right rope over
left rope with one
foot
c. Lift left rope over
right rope with one
foot
d. Cross ropes holding
apart with both feet
e. Jump in and out
f. Leap in and out
g. Step, hop, step, hop
Assessment
Check Points
2. One rope per child
a. Put 4-6 parts of your
body in contact with
the rope.
b. Make a triangle with
the rope, make
geometric shapes.
E.
Jump Aerobics
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Modify exercises to ensure success on all levels of fitness.
Modify skills per individuals needs
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Utilize peer tutors
Adjust equipment to suit needs of the learner
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Partnership for 21st Century Skills. (2005).Framework for 21st Century Learning. Online:
http://www.21stcenturyskills.org
Modify movements; break down movement into simpler
steps
Consult IEP and 504 Plans
PHYSICAL EDUCATION GRADES K-5
73
Jump Rope Unit (Cont.)
Resources:
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
74
Lacrosse
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that participating in a Lacrosse Unit will introduce them to many skills such
as scooping, cradling, flipping, and lead up games associated with the game of Lacrosse.
Essential Questions: How will participating in Lacrosse activities enhance a child‟s dynamic catching ability?
Unit Assessment: Skill Test, Written Test, Teacher Observation
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Assessment
Check Points
2.5.2.A.1 – Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
Introduction
The objective of the lacrosse
unit is to introduce the students
to several skills and lead up
games associated with the
game of lacrosse.
Catching
Technology Implementation/
Interdisciplinary Connections
Throwing and Catching
Throwing
Flip To
Written Test
Scooping
Scoop To
Teacher Observation
Fundamental Skills
Flipping
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
A.
B.
C.
D.
E.
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities
A.
B.
C.
D.
E.
F.
G.
H.
I.
Catching
Throwing
Scooping
Cradling
Flipping
Cradling
Scoop Away
Lax Kickball
Ultimate Lax
Skills Contests
Modified Games
Terminology
Sideline Lacrosse
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
Catching
Throwing
Scoop
Cradle
Flip
Shaft
Head
Butt End
Stopper
Tournaments
Skills Test
PHYSICAL EDUCATION GRADES K-5
75
Lacrosse (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
Concepts
Skills
What students will know.
What students will be able to do.
Safety
A.
B.
C.
D.
No stick or body checks.
No swinging of stick
permitted.
Be sure area is large
enough for activity.
Use hollow rubber balls
and flexible plastic sticks.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Skill Reinforcement Activities
A. Throwing and Catching:
group students into 6 groups,
partners or 3 lines facing 3
lines. The first student
begins to run toward the line
directly across from him while
throwing the ball to the same
line. First student in opposite
line (the catcher) begins to
run toward the thrower.
Students will switch lines as
they first, catch the ball, and
then throw to the next in line.
Both catching and throwing
should be done on the run if
possible.
B.
C.
D.
Flip To: same formation and
procedure as "Throwing and
Catching" but ball will be
flipped to next line.
Scoop To: same formation
and procedure as "Throwing
and Catching" but ball will be
rolled on the ground.
Scoop Away: same formation
and procedure as "Throwing
and Catching" but ball will be
rolled away from the
"scooper" as opposed to
toward.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
76
Lacrosse (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Lead Up Activities
Assessment
Check Points
A. Lax Kickball: ball is thrown
instead of kicked. Ball is
fielded with Lax sticks instead
of by hand.
B. Ultimate Lax: This is
"Ultimate Frisbee" using Lax
sticks. A playing field can be
marked off with cones.
Students must pass ball into
"end zone" to score a point. A
specific number of passes
must be completed before
ball is caught in the "end
zone". Number of passes to
be completed and number of
players on field at one time
depends on size of field.
Once ball is caught, the
player with the ball must stop
running. Ball can only be
advanced by way of a pass.
A dropped pass results in
loss of possession.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Age Appropriate
Size of Field
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Modify Equipment
Modify Targets and Distance
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
PHYSICAL EDUCATION GRADES K-5
77
Lacrosse (Cont.)
Resources:
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
nd
Teacher(2 Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
78
Locomotor Movements
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that performing various fundamental skills will increase their concept of
locomotor movements.
Essential Questions: How are locomotor skills an essential element in developing coordination and balance?
Unit Assessment: Teacher observation as well as progression of skills.
Core Content Objectives
Cumulative Progress
Indicators
2.5.6.A.1 - Explain and perform
movement skills that combine
mechanically correct movement
in smooth flowing sequences in
isolated settings (i.e., skill
practice) and applied settings
(i.e., games, sports, dance, and
recreational activities).
2.5.6.A.2 - Explain concepts of
force and motion and
demonstrate control while
modifying force, flow, time,
space, and relationships in
interactive dynamic
environments.
Skills
What students will be able to do.
Activities/Strategies
Introduction
Locomotor movements are a
basic element of the physical
education program. They
contribute to the development
of coordination and balance
and are the essential element
of every sport skill requiring
movement from place to place.
Activities are listed for each
skill but can be used in
combination in any given
lesson.
walking
Technology Implementation/
Interdisciplinary Connections
Activities
running
A.
Fundamental Skills
galloping
A.
2.5.6.A.3 - Create and
demonstrate planned movement
sequences, individually and with
others, based on tempo, beat,
rhythm, and music (creative,
cultural, social, and fitness
dance).
Concepts
What students will know.
Instructional Actions
Walking, one foot always
in contact with the ground
B. Running, alternating steps
with some point at which
both feet are off the
ground
C. Hopping, continuous
movement with only one
foot contacting the ground
Assessment
Check Points
Teacher Observation
Observation
Walking
Progression of skills
hopping
jumping
leaping
skipping
sliding
1. Stress points
a. the toes should be
pointed straight
ahead or slightly out
b. arms swing naturally
c. head up and eyes
focused ahead
d. the stride length
normal
e. an up and down
motion should be
avoided
2. Suggested activities
a. walk forward using
good posture
b. walk in different
directions, changing
directions on signal
PHYSICAL EDUCATION GRADES K-5
79
Locomotor Movements (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.8.C.1 - Assess player
behavior for evidence of
sportsmanship in individual,
small-group, and team activities.
2.5.8.C.2 - Summarize types of
equipment, products,
procedures, and rules that
contribute to the safety of
specific individual, small-group,
and team activities
Concepts
Skills
What students will know.
What students will be able to do.
D. Jumping, taking off from
two feet and landing on
both feet simultaneously
E. Leaping, shifting weight
from take, off to landing
foot while in the air
F. Skipping, step, hop on
alternating feet to uneven
rhythm
G. Sliding, step to the side on
one foot, followed by a
lead to the trailing foot.
H. Galloping, step forward or
backward on one foot,
followed by a leap onto
the trailing foot
Safety
Proper skills taught.
Skills are taught in an
organized manner so that
students do not run into each
other.
Teach stopping and landing
techniques.
Be aware of surfaces,
surroundings, boundaries, etc.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
c. while walking, bring
the knees up and
slap with hands on
each step
d. walk on different
parts of the feet,
heels, toes, sides of
feet
e. walk with a smooth
gliding step
f. walk on tip-toe
g. walk with feet spread
wide apart
h. walk forward and
backward changing
speeds, slow, fast,
slow
i. walk with long steps
j. walk with tiny steps
k. walk changing levels,
high, low, high
l. demonstrate moods
with your walk,
happy, sad, angry
m. change direction on
signal by facing the
same way
n. walk like a soldier,
robot, penguin
o. walk forward and
backward in different
patterns, circle,
square, triangle,
figure eight, etc.
p. walk in different
weather, rain, mud,
ice, snow
q. walk and duck under
trees and over logs
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
80
Locomotor Movements (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
r. point toes in different
directions
s. walk with injuries, stiff
knee, sore ankle,
broken toe
t. walk backward
without bumping into
anyone
u. walk backward
through a low door.
v. walk backward on tip,
toes, heels, sides of
feet
w. walk backward with
small steps
x. walk backward with
long steps
y. walk backward
changing levels
z. walk backward with
feet spread apart
B.
Running
1. Stress points
a. run on balls of feet
b. head up, eyes
forward
c. body lean and arm
swing increase as
speed increases
d. knees lift up then out
2. Suggested activities
a. run across area and
stop
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
81
Locomotor Movements (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
b. run lightly throughout
the area changing
directions, without
bumping anyone or
anything
c. run and change
direction on signal
d. run, turn around with
running steps and
continue in new
direction
e. pick a spot, run to it
and back without
bumping anyone
f. run in different
patterns
g. run around an object
h. run in and out of
several cones
i. run with knees high
j. run with small steps
k. run with long steps
l. run criss-crossing
feet
m. run with arms in
different positions;
change arm position
on signal
n. change speeds on
signal
o. touch the ground with
one hand as you run
p. run backwards
q. run sideways, change
direction on signal
r. runs as fast as you
can (space
permitting)
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
82
Locomotor Movements (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
s. run as slow as you
can
t. lift your legs high as
you run
u. if a hill is available,
run downhill without
stumbling
C. Hopping
1. Stress points:
a. swing arms up for
height
b. begin and land on
ball of foot
c. land lightly with bent
knee
2. Suggested activities
a. hop across area in
straight line
b. hop, changing feet,
using different
combinations for each
foot, 2-2, 3-4, 2-3,
etc.
c. increase and
decrease height as
you hop
d. see how far you can
go with three hops,
five hops
e. hop backward
f. hop sideways
g. combine hopping in
place with hopping
forward
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
83
Locomotor Movements (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
h. hop in different
patterns
i. hop on one foot while
holding the other foot
j. hop with the free foot
and leg in different
positions
k. hop lightly, heavily
l. touch the hands to
the floor while
hopping
m. hop back and forth
across a line
n. hop back and forth
across a line moving
forward as you hop
o. hop in patterns of
letters and numbers
p. turn around while
hopping in place
q. Jumpnastics activities
can be used to
supplement hopping
and jumping
D. Jumping
1. Stress points
a. bend knees and
ankles before takeoff
b. swing arms forward
and upward
c. land lightly with
knees bent
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
84
Locomotor Movements (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
2. Suggested activities
a. jump up and down in
place
b. jump, trying for height
c. alternate low and
high jumps
d. over a mark or bean
bag on the floor,
jump forward,
backward, sideways,
and diagonally
e. jump in place, making
turns-1/4, 1/2, 3/4,
and full turns
f. jump with body stiff,
pogo stick
g. jump with body
relaxed, rag doll
h. jump with changed
speeds
i. jump in patterns
j. jump and land with
feet apart, sideways,
and again with feet
together
k. jump and land with
one foot in front of
the other; jump again
and switch positions
of feet on landing
l. jump and land quietly
m. jump up and down,
crossing and
uncrossing the feet
n. clap hands in front of
body while in the air
o. clap hands overhead
while in the air
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
85
Locomotor Movements (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
p. slap thighs while in
the air
q. jump so hands
contact the floor
r. jump forward across
the area
s. jump diagonally
forward successfully
over a line
t. jump back and forth
across the line,
turning while in the
air
u. jump in six 12"
squares, 12" apart,
without going out of
squares
v. how far can you go
with two jumps, three
jumps, and four
jumps?
w. Jumpnastic activities
can be used to
supplement hopping
and jumping
E. Leaping
1. Stress points
a. height and grace
b. light, relaxed landing
c. use arms and head to
shift weight
2. Suggested activities
a. lead across area and
back
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
86
Locomotor Movements (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
b. see how high you can
leap
c. vary arm positions
when leaping
d. leap over objects of
increasing height
e. leap with alternate
feet leading
f. make a half turn in
the air and land softly
g. leap in slow motion
F.
Skipping (Step, hop on
alternating feet to uneven
rhythm)
1. Stress points
a. smoothness and
rhythm are important
b. transferral of weight
between hop and
step
c. arm swing-opposite
to legs
d. on balls of feet
2. Suggested activities
a. skip in general space
b. skip in straight line
c. skip as lightly as
possible
d. skip as high as you
can
e. skip with exaggerated
arm action and lifted
knees
f. skip heavily
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
87
Locomotor Movements (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
g. skip with a side-toside motion
h. clap as you skip
i. do a double-skip-two
hops on a foot before
the step
j. skip clockwise
around a circle;
change to counterclockwise
k. skip in different
patterns
l. skip backward
m. change speeds
without losing step
n. sway the body while
skipping
o. skip changing
directions on signal
p. skip with a partner in
general space
q. skip in groups of
three in general
space
G. Sliding
1. Stress points
a. bend at knees and
waist for better
balance as speed
increases
b. move in both
directions to give
both legs a chance to
lead and trail
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
88
Locomotor Movements (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
2. Suggested activities
a. slide across area and
back without turning
around
b. change length of
slide from short to
long and long to
short
c. slide in different
patterns
d. slide so hands touch
the floor
e. slide with arms
overhead
f. slide with a partnerfacing each other
g. slide with a partner
side by side
h. slide with a partner,
facing same
direction-one behind
the other with hands
on hips
i. do four slides, make
a half turn in the air
and do four more
j. how many slides
does it take to cross
the area?
H. Galloping
1. Stress points
a. face direction of
movement
b. keep one foot in front
of the other
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
89
Locomotor Movements (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
c. use both right and
left foot for leading
2. Suggested Activities
a. gallop across the
area with right foot
leading, return with
left foot leading
b. change size of
gallops
c. gallop in different
patterns
d. pretend to be riding a
horse with reins and
crop
e. gallop backward
f. change lead foot
every two gallops
I.
Whistle Stop or Music Stop:
Students perform the various
locomotor skills with or
without music. When the
whistle blows or the music
stops, (depending on which
variation you use) students
must stop all movement.
Anyone moving at this time
must sit out only one turn and
then they are allowed to
return to the game. The
game then continues to
proceed in this manner.
J.
More Activities
1. Croms and Cranes
2. Stuck in the Mud
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
90
Locomotor Movements (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
3. Tag Games
4. Follow the Leader
K.
Obstacle Course
1. Jump over barrel, 2
hands on barrel (vault)
2. Walk tightrope (tape)
heel to toe
3. Over and under cones
4. Crabwalk in and out of
cones
5. Run and leap the brook
6. Hop back and forth
sideways crossing the
line
7. Seal walk down the road
8. Jump back and forth
sideways crossing the
line
9. Skip or gallop to the end
of line
10. Run through the hoops
11. Leap the stones in the
pond
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
91
Locomotor Movements (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
-Speed modifications
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press,
Inc.(2005)Teaching Elementary Physical Education: Strategies for the Classroom
Teacher(2006). Hastie, Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
Dynamic Physical Education for Elementary School Children – 15th Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
-Modify Games
-Modify contests
PHYSICAL EDUCATION GRADES K-5
92
Non-Locomotor Movements
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that non-locomotor skills involve no movement from place to place.
Essential Questions: What are the differences between locomotor and non-locomotor movements?
Unit Assessment: Teacher Observation, progression of skills
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
2.5.6.A.1 - Explain and perform
movement skills that combine
mechanically correct movement
in smooth flowing sequences in
isolated settings (i.e., skill
practice) and applied settings
(i.e., games, sports, dance, and
recreational activities).
Introduction
Non-locomotor skills include
those the child does in place or
without appreciable movement
from place to place. Nonlocomotor skills are of a wider
variety and are not clearly
defined as locomotor skills.
2.5.6.A.2 - Explain concepts of
force and motion and
demonstrate control while
modifying force, flow, time,
space, and relationships in
interactive dynamic
environments.
Fundamental Skills
2.5.6.A.3 - Create and
demonstrate planned movement
sequences, individually and with
others, based on tempo, beat,
rhythm, and music (creative,
cultural, social, and fitness
dance).
Activities/Strategies
Assessment
Check Points
Bending
Technology Implementation/
Interdisciplinary Connections
Stations
Teacher Observation
Rocking
Partners
Skills Test
Swaying
Student Leaders
Participation
Swinging
Groups
Observation of safety
rules
Turning
Teams
Questions/discussions
Twisting
Bending - a movement
decreasing the angle of a
joint
B. Rocking - a movement
that occurs when balance
is continuously moved
from one spot to another
and back
C. Swaying - a slower
movement than rocking,
somewhat more
controlled; in swaying, the
base of support does not
change
D. Swinging - an action of
body parts resembling a
pendulum movement
Instructional Actions
A.
Stretching
Pushing
Pulling
PHYSICAL EDUCATION GRADES K-5
93
Non-Locomotor Movements (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.8.C.1 - Assess player
behavior for evidence of
sportsmanship in individual,
small-group, and team activities.
2.5.8.C.2 - Summarize types of
equipment, products,
procedures, and rules that
contribute to the safety of
specific individual, small-group,
and team activities
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
E.
Turning - a movement
rotating around the long
axis of the body
F. Twisting - a rotation of a
selected body part on its
own long axis; twisting
and turning are sometimes
used interchangeably to
designate movements of
body parts
G. Stretching - a movement
increasing the angle of a
joint
H. Pushing-a controlled and
forceful movement used to
move an object away from
the side of the applied
force
I. Pulling - a controlled and
forceful movement used to
move an object toward the
side of the applied force
Safety
Stress self-space
establishment
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
94
Non-Locomotor Movements (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Varying equipment for spatial awareness
Peer tutors
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Consult IEP and 504 plans
Selective groups and partners
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Modify skills and expectations
PHYSICAL EDUCATION GRADES K-5
95
Parachute
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that activities using a parachute will provide the concept of teamwork, as well
as, being a valuable fitness tool.
Essential Questions: Explain how teamwork and sportsmanship will be enhanced by participating in parachute activities.
Unit Assessment: Teacher Observation, Team Concept Building
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 - Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities.
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
Concepts
Skills
What students will know.
What students will be able to do.
Fundamental Skills
A.
B.
C.
D.
E.
Locomotor skills
Non-locomotor skills
Overhand Grip
Underhand Grip
Combination Grip
Locomotor movements in Merrygo-round activities
Non-locomotor movements
while holding parachute
Overhand Grip movements
Safety
Underhand Grip movements
A. Establish rules for
movement under the
parachute.
B. Remove sharp objects
from fingers, hair and
pockets
Combo Grip movements
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Activities
A. These exercise type activities
can be used as a warm up to
increase flexibility, toning,
muscular strength and
cardiovascular endurance.
1. Toe-toucher - Sit with feet
extended under the
parachute and the chute
held taut with a two-hand
grip, drawn up to the
chin. Bend forward and
touch the grip to the toes.
2. Sit-ups - Extend the body
under the parachute in a
sit-up position so the
stretched parachute
comes up to the chin
when held taut. Perform
sit-ups, each time
returning to the tight
parachute.
Assessment
Check Points
Skills Test
Teacher Observation
Question/Discussion
Student
Demonstration
Student Assessment
Group Presentations
Peer Assessment
PHYSICAL EDUCATION GRADES K-5
96
Parachute (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
3. Dorsal lifts - Lie prone,
head toward parachute
and feet pointed away
from it. Grip the chute
and slide backward until
there is some tension on
it. Raise the chute off the
ground by a vigorous lift
of the arms, with head
and chest off the ground.
Return.
4. V-sit - Lie in position
similar to that for dorsal
lift but supine. Do V-up
by raising both upper and
lower parts of body
simultaneously to form Vposition. Keep knees
straight.
5. Backward pulls - Face
parachute and pull back
away from the center.
(Can be done from
sitting, kneeling or
standing position.)
6. Hip walk - Start with
parachute taut. Using hip
walk, move forward and
return so chute is taut
again.
7. Elevator - Begin with
chute taut at ground
level. Call out parts of
the body; students raise
or lower chute to body
part indicated, keeping it
taut. (toes, knees, hips,
waist, chest, shoulders,
chin, eyes, overhead)
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
97
Parachute (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
8. Running in place - Run in
place while holding chute
at different levels using
different grips
9. Trunk bender - Using one
hand grip with side to
chute, lean sideways and
try to touch other hand to
ground; reverse hands
B. Parachute Activities
1. Merry-Go-Round
a. With one hand grip
move parachute
around clockwise and
counter-clockwise
using various
locomotor skills.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
98
Parachute (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
b. The parachute is
lying on the floor. The
students are kneeling
while holding their
hands on the outside
of the parachute. The
students are divided
into groups of four.
Teacher calls a
specific number.
These students climb
on top of the
parachute with their
heels in the center
and lying on their
backs on the
parachute. The
students stand up
with right hand on
parachute facing
clockwise. The
students then walk in
a clockwise direction.
The students in the
center of the
parachute are
moving with the
parachute. At the
completion of a turn
the game is repeated
until all students have
a ride on the merrygo-round.
2.
Raising and lowering.
a. Dome - raise and
lower, holding edges
to floor
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
99
Parachute (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
b. Igloo - same, only
reverse grip so
students are inside
when parachute is
lowered
c. Mushroom - raise
and move to center
and let parachute
lower itself. Students
do not release
d. Mushroom Release same, only students
release the chute and
move back to watch
the mushroom fall
3. Shaking the rug: twohanded grip, move hands
up and down. Short rapid
movements.
4. Making waves: same as
#3, but using larger
movements.
5. Popping corn: same as
making waves, but yarn
balls, nerf balls, wiffle
balls, or bean bags are
placed on top of chute.
6. Circular dribble - onehand grip on chute. All
students face the same
way and dribble a ball
with free hand. Start
stationary and then move
in a circle. Changes
hands and direction
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
100
Parachute (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
7. Batman Cape and Kite
Run - Half the group hold
the parachute on one
side. Then on the signal
run across the area
holding the chute up so
the unheld half trails like
a cape or floats like a
kite. The other half
returns doing the same.
8. Burst the Bubble - Make
bubble and hold down
edges. Odd numbers
hold down edges while
even numbers crawl on
and break it. Then vice
versa.
9. Roll up the parachuteposition of body and
hands-sitting, palms up,
face parachute. The
students hold their hands
on the outside of the
parachute. At the sound
of the whistle, the
students use their hands
and fingers to roll the
large parachute into a
smaller version. Repeat
game several times.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
101
Parachute (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
10. Pass the parachute position of body and
hands, sitting, palms up,
face parachute. The
students sit on the floor
with their legs under the
parachute. At the sound of
the whistle the students
pass the parachute from
person to person in a
clockwise direction. After
several moments, the
students reverse direction
(counter-clockwise).
Repeat game several
times.
11. Thread the needle position of body and
hands, standing, palms up,
face parachute. The
students hold their hands
on the outside of the
parachute. Teacher
selects one student to sit
under the parachute as the
students lift the parachute
into the air. The students
then try to manipulate the
parachutes so that the
center touches the head of
the student under the
parachute. Repeat several
times choosing different
students to sit under the
parachute.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
102
Parachute (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
12. Rolling the playground
ball, position of body and
hands, standing, palms
ups, face parachute. The
students are standing with
their hands on the
parachute. Teachers
places a playground ball
on top of the parachute.
The students move the
parachute so the ball rolls
on top of the parachute.
The teacher has the
students regulate the
speed of the moving ball.
13. Evolution of a butterflyposition of body and
hands-kneeling, palms up,
face parachute-clockwise
direction with right hand on
parachute, counterclockwise direction with left
hand on parachute. The
students follow the rules
for the Merry-Go-Round
activity. The students lying
on the top of the parachute
are moth. The students
walking on the outside of
the parachute start moving
toward the moths. This
causes the parachute to
cover the moths. The
students on the outside of
parachute reverse
direction and uncover the
cocoons. The students on
the top of the parachute
are now butterflies.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
103
Parachute (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
This game is repeated until
all participants complete the
cycle of moth to butterfly.
14. Number exchange, position
of body and hands, standing
up, palms up. The teacher
divides the class into two
heads. The teacher calls out
a specific locomotive skill
and a number. The students
move to the other side of
the parachute using the
locomotive skill while
traveling under the
parachute and hold the
parachute with their hands.
Repeat several times. The
students move under the
parachute to the other side
in a clockwise direction or
full circle to their original
position on the parachute.
15. Ice cream cone- position of
body and hands, standing,
palms up, face parachute.
The students follow the
rules for the umbrella
activity. Once the parachute
is lifted high above the
students, the students look
inside the parachute and
think of their favorite ice
cream flavor. At this time,
the students try to taste the
flavor. The students then
take five steps backward
returning to the original
position. Repeat several
times.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
104
Parachute (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to
do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
16. Other activities include those
where some of the students
release their grip and move
from one place to another, i.e.,
change places with another,
run to center and back. Stunts
can be performed by the
students on the move. The
object is to be where they
belong before the chute is
lowered.
C.
Parachute Games
1. Sharks and minnows or jawsposition of body and hands,
kneeling, hands up, face
parachute. The students kneel
on the floor and hold their
hands on the outside of the
parachute. The students count
off by 6's. Teacher calls out
two numbers. One of the
number called (sharks) goes
under the parachute and
spread out in different
directions. The other number
called (minnows) lie down with
their legs under the parachute.
The rest of the class shake the
parachute with a wave-like
motion. At this time, the sharks
crawl toward the closest
minnow, grab the ankles and
pull the minnows under the
parachute. This game is
repeated until all students
have had the opportunity to be
a shark and a minnow.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
105
Parachute (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
2. Battle ball - position of body
and hands, standing, palms
up, face parachute. The
students follow the rules for
rolling the playground ball
on top of the parachute.
Teacher divides the class
into two groups. Teacher
places two playground balls
on top of the parachute. At
the sound of the whistle,
each group attempts to
manipulate the opponent's
ball off the parachute.
Repeat the game several
times.
3. Mouse trap - position of
body and hands, standing,
palms up, face parachute.
The students hold their
hands on the outside of the
parachute. Teacher divides
the class into several
groups. Teacher has one
group sit in a circle under
the parachute, lift over their
heads, quickly bring the
parachute to the floor and
kneel on the edge of the
parachute. The students
under the parachute try to
escape. All students must
have a turn under the
parachute.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
106
Parachute (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
4. Cat and mouse Students sit around
parachute and hold it and
shake it making waves.
The mouse crawls
underneath the
parachute. The cat
crawls on top of the
parachute. The cat tries
to catch the mouse by
tagging him/her.
5. Team ball
6. Poison snake
7. Hole in one
8. Tug of war
9. Three deep
10. Steal the bacon
11. Arena dodge all
12. Exchange tap
13. Astronauts and Martians
14. Giant step in - Giant step
out (start with one and go
up to five)
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
107
Parachute (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Size of parachute
Smaller groups
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Age Appropriate Skills and Fundamentals
Consult IEPs and 504 Plans to Differentiate Instruction
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
108
Physical Fitness
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that muscular strength, endurance, flexibility, and cardiovascular endurance
are major components of a quality physical education program.
Essential Questions: What future fitness habits will students establish by participating in fitness activities during physical education class?
Unit Assessment: Fitness Testing, Teacher Observation
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 - Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities.
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Improve Overall Strength
Fitness Testing
Improve Cardio Endurance
Dynamic stretching
Skills Test
Increase Flexibility
Sit-ups
Teacher Observation
Improve Muscle Endurance
Push-ups
Question/Discussion
Terminology
Specific Fitness Testing
Pull-ups (arm hang)
Student
Demonstration
A.
B.
C.
D.
E.
F.
G.
H.
I.
Improve Agility and Speed
Timed runs
Physical Fitness
Components
A.
B.
C.
D.
Strength
Cardiovascular Endurance
Flexibility
Muscular Endurance
Cardiovascular
Endurance
Fitness
Flexibility
Percentile
Strength
Agility
Pulse Rate
Pulse Recovery
Student Assessment
Jump rope
Group Presentations
Periodic Testing
Peer Assessment
Medicine Ball Activities
Dyna bands
Free weights
Tai Chi
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Static stretching
Tae Bo
Yoga
Weight Machines
PHYSICAL EDUCATION GRADES K-5
109
Physical Fitness (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Annual Fitness
Requirements
Specific fitness activities
should be included in every
class during the year.
Emphasis on endurance
activities should be greatest
during first and fourth marking
periods when students can run
outdoors. Strength and
flexibility should be
emphasized during second
and third marking periods
when space is limited. It must
be remembered, however, that
all components must be
developed on a continuing
basis to attain/maintain fitness.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
Safety
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
B.
A.
C.
Instructional Actions
All test items and
practice items must be
thoroughly explained and
demonstrated
Warm-ups should be
done prior to testing
Test areas should be
free of hazards
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
110
Physical Fitness (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Age Appropriate Skills and Fundamentals
Consult IEPs and 504 Plans to Differentiate Instruction
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Modify routines
Smaller groups
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
Study Guide
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Peer tutors
PHYSICAL EDUCATION GRADES K-5
111
Playground Equipment
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that the development of balance, strength, and overall coordination are
developed by using playground equipment.
Essential Questions: How can the use of playground equipment enhance overall fitness and climbing skills?
Unit Assessment: Teacher Observation, progression of skills and concepts
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 - Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
Skills
What students will be able to do.
Fundamental skills involve
locomotor and nonlocomotor movements
A.
B.
C.
D.
E.
F.
G.
H.
I.
Climbing
Balancing
Sliding
Pumping Legs
See-sawing
Hanging
Swinging
Pushing off with legs
Jumping off
Climb all apparatus
Balancing on modified balance
beam
Sliding down various types of
slides
Pumping Legs to swing
independently
Activities/Strategies
Skills Test
See-saw
Teacher Observation
Balance beam
Question/Discussion
Monkey bars
Student
Demonstration
Swaying bridge
Student Assessment
See-sawing with partner
Group Presentations
Overhead bars
Hanging from bars or rings
Peer Assessment
Fireman pole
Swinging from bars or rings
Traditional Playgrounds
Chin-up bar
Pushing off legs
1. Swings
a. stop with feet,
never jump off
b. students not on
swings must
walk far enough
away from
swings so as not
to get hit with a
moving swing
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Swings
Glide
Safety
A.
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities.
Concepts
What students will know.
Instructional Actions
Swaying rings
Jumping off
Sliding board
Pull-ups
Tire Mountain
Chin-ups
Tire Bridge
Others
PHYSICAL EDUCATION GRADES K-5
112
Playground Equipment (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
2. See-Saw
a. Gently touch
ground with seesaw, no hard
bumping
b. When your side is
touching the
ground, Do Not
Jump Off, so as
to make your
partner go
crashing to the
ground
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
3. Sliding Board
a. Slide down feet
first
b. Never walk up the
slide; always use
the ladder
4. Monkey Bars
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
a. Always have a
proper and
secure hand hold
and foot hold
b. Never jump off
the top
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
B.
Instructional Actions
Playgrounds (Tire and
Modern)
1.
Always hold on to all
pieces of climbing
apparatus with your
hands at all times.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
113
Playground Equipment (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
2.
3.
4.
5.
6.
Always climb down
from tire mountains
and places of height,
never jump.
If you feel yourself
slipping off when
hanging with hands
from overhead bars,
always land on feet
and bend knees.
When using
overhead bars,
always start
movement on the
first bar, never jump
or dive onto a bar of
a further distance.
Always walk from
one piece of
equipment to
another, no tire tag.
Never push on any
piece of equipment.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
114
Playground Equipment (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Age Appropriate Skills and Fundamentals
Consult IEPs and 504 Plans to Differentiate Instruction
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Peer Tutors
Buddy System
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
115
Rhythms
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that developing the skills of moving in time with music and rhythm will
promote fitness and confidence.
Essential Questions: How will participating in rhythmic movement provide fitness, confidence, and creativity?
Unit Assessment: Teacher Observation, testing of rhythmic movement, progression of steps
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 - Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities.
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
Concepts
Skills
What students will know.
What students will be able to do.
Introduction
Rhythmic activities in the
primary grades help to develop
gross motor coordination,
enable the children to develop
the skill of moving in time with
rhythm, and provide excellent
opportunities for fitness and
development involving
vigorous movements and a
maximum of participation. The
rhythmic unit for the primary
grades Is composed of
fundamental rhythms, creative
rhythms, singing games, and
folk dances.
Moving in time to rhythm
Fundamental Skills
Hop
A.
Jump
Moving in time to the
rhythm
B. Draw step (step together)
C. Locomotor and nonlocomotor movements
D. Partner, elbow and hand
swing
E. Group circle movements
Dance steps/individual, partner,
and group
Instructional Actions
Activities/Strategies
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Activities
Skills Test
A.
Fundamental Rhythms–
locomotor and non-locomotor
movements
Teacher Observation
1. Let students move to the
sound of a tom-tom or
drum
2. Let students bring in
music
3. Use contemporary or
club music with a strong
steady beat.
Student
Demonstration
Question/Discussion
Locomotor movements
Non-locomotor movements
Partner skills
Group skills
Walk in time to rhythm or tempo
Run
Leap
Gallop
Slide
Even and uneven rhythm
B.
Creative Rhythms–children
move creatively to musicthey pretend to be something
or act out something
1. Music for movement
exploration, Kimbo
2. Animal rhythmics, Kimbo
3. Allow students to
interpret music by
moving
Student Assessment
Group Presentations
Peer Assessment
PHYSICAL EDUCATION GRADES K-5
116
Rhythms (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
Concepts
Skills
What students will know.
What students will be able to do.
Safety
A.
Provide sufficient space
for movement
B.
In Circle Games and
Dances, stress moving in
the circle correctly –
without pulling and
pushing
C.
When swinging a
partner, in any manner,
stress using an easy
swinging motion, no
rough swings
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
C.
Singing Games
Grade Level 1-2-3
1. Farmer in the DellFolkraft
2. London Bridge
3. Muffin Man - Folkraft
4. Looby Loo Folkraft
5. Oats, Peas, Beans and
Barley Grow – Folkraft
6. The Thread Follows the
Needle
7. Mulberry Bush
8. Heads, Shoulders,
Knees, and Toes
9. In and Out the WindowsFolkraft
Grade Level 1-2
10. Did You Ever See A
Lassie Folkraft
Grade Level 1
11. I'm a Little Teapot
12. Others
D.
E.
F.
Square Dances
Aerobic Dance
Folk Dances
Grade Level 3
1. Virginia Reel (Modified)
Folkraft
2. Limbo Folkraft
3. Bunny Hop Folkraft
4. Others
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
117
Rhythms (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Grade Level 2-3
5. Indian Dance Folkraft
6. La Raspa (Mexican Hat
Dance) Folkraft
7. Folkraft
Grade Level 1-2-3
8.
Children's Polka
Folkraft
9.
Jingle Bells (Modified)
Folkraft
10. Skip To My Lou Folkraft
11. Hokey Pokey Folkraft
Grade Level 1-2
12. Danish Dance of
Greeting Folkraft
13. Chimes of Dunkirk
Folkraft
Grade Level 1
14. Shoemaker's Dance
Folkraft
G. Lets Dance Activities
H. (Refer to NJ Frameworks pg
408)
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
118
Rhythms (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Speed of music
Age appropriate rhythms
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Age Appropriate Skills and Fundamentals
Consult IEPs and 504 Plans to Differentiate Instruction
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
Selective groups and partners
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Allow more time for skill mastery
PHYSICAL EDUCATION GRADES K-5
119
Roller Racers-Scooters
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that the use of scooters and roller racers develop overall coordination and
upper and lower body strength.
Essential Questions: How will using scooters and roller racers help develop creativity, coordination, and strength?
Unit Assessment: Teacher Observation, Skill Test, Game Play
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 - Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities.
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
Concepts
Skills
What students will know.
What students will be able to do.
Fundamental Skills
A.
Move around floor while sitting
on scooter
Basic Positions
1. Sitting
a. Legs Crossed use only hands,
one hand
b. Use only feet
(hands on side),
one foot
c. Use hands and
feet
d. Wiggle and try to
move, spin
2. Lying
a. On stomach - use
hands-feet in air
b. On stomach - use
feet, hands on
side
c. On stomach hands and feet
(elbows and
knees)
Move around floor while lying on
scooter
Instructional Actions
Activities/Strategies
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Raceway Activities
Skills Test
Station Activities
Teacher Observation
Relays Activities with partners
and small groups
Question/Discussion
Move around floor while kneeling
on scooter
Obstacle Course
Student
Demonstration
Use hands only to move scooter
Partner Skills
Student Assessment
Use feet only to move scooter
Team Concept Activities
Group Presentations
Combination Skill Activities
Group Activities
Peer Assessment
Improve Balance
Contests
Develop Overall Strength
A. Group Activities
1. Two groups make a circle
and spin; whole class
make a circle and spin.
Groups of 3's-4's, 5's-6's;
1/2 class; whole class.
2. Train - feet wrapped
around person in front of
you.
PHYSICAL EDUCATION GRADES K-5
120
Roller Racers-Scooters (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
Skills
Activities/Strategies
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
3. Centipede/snake - sitting,
arms around waist of
person in front of you.
4. Follow the leader in
groups of 3.
3. Kneeling
a. Using only hands,
wiggle and try to
move
b. One knee on the
scooter, using
hands and other
knee, hands and
other foot
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
Concepts
What students will know.
d. On stomach balance yourself
(swim), elbows,
spin
e. On back - hands
and feet
f. On back - under
shoulder, hands
on the side, using
only your feet,
crab position
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
B.
Instructional Actions
Combination Skills
1. Tractor - arms and
elbows on scooter,
crawl around on knees
2. Slides - hands on
sides of scooter, run
behind and slide on
the floor using
different body parts
a. Knee slide
b. Body slide
c. Foot slide
Activities
A. Obstacle Course
B. Relays
C. Traffic Safety Unit
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
121
Roller Racers-Scooters (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
3. Swimmers take off-lie
on scooter, feet up to
wall, spring off
4. Sit on scooter, face
wall, push off with feet
5. Parachute drag –
hands on scooter, run
behind and drag your
body.
6. Push scooter with
hands on the side of it,
run behind it and sit
on the scooter
sideways.
7. Inch worm - put your
heels on the scooter,
lift your body up by
your hands and walk
around gym.
8. Put your heels on the
scooter and spin
around on your
buttocks.
9. Dragster-sit on
scooter, using feet
only, hands form a
steering wheel.
10. Reverse the
parachute-put the
parachute out, then
pull it back (too hard
for 1st graders).
11. Helicopter - belly flop
with a spinning motion
in the middle of it.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
122
Roller Racers-Scooters (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
12. Wheelbarrow - knees
on the scooter, lean
straight out in front of
you, moving only by
using your hands (seal
walk).
13. Swimming stroke –
crawl stroke, butterfly
stroke.
14. Pop-a-wheel kneeling, knee back
on the scooter until
the front wheels are
off the ground 1) knee
flop position; 2) belly
flop position.
15. Bunny hop - hands on
the side of scooter,
hop like a bunny, then
bellyflop. Knee flop,
one knee.
16. Knee surfing - knee
flop, but kneel up.
17. Bullet - belly flop,
hands pointing over
your head.
18. Alligator - alternating
hands and feet.
19. Knees - do the twist,
3rd grade knee surf, do
twist.
20. Knees, scooter twist –
and while kneeling on
scooter turn it 1/4 turn
at a time.
21. One knee flop - leg
out to the side, not
behind you (balance
and strength).
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
123
Roller Racers-Scooters (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
22. Frog walk - sitting, feet
on floor in front of you,
arms go outside your
legs and hands grab
ankles from inside.
23. Scooter tag - sitting,
tagging on the
seat.24. Duck walksitting, feet on floor,
walk on inside parts of
your sneakers, knees
are almost touching
the ground in front of
you and on the side of
the scooter (use both
feet at the same time).
25. Foot slide - run behind
scooter, hold yourself
up on two arms, slide
only on toes of
sneakers, body is held
straight and stiff.
26. Foot slide into knee
flop, into belly flop.
27. Pollywog - kicking with
both feet at the same
time; using both hands
at the same time.
28. Snake - do a body
slide, then slither
around.
C. Partners
1. Car and wrecker - tow
up to the wrecker, tow
each other; show how
he tows.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
124
Roller Racers-Scooters (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
2. Both on stomach,
person in back holds
onto the feet of person
in front; front pulls and
then back pulls.
3. Sitting, legs on floor in
front of you, face your
partner, join hands
and spin around.
4. Both sitting, legs
wrapped around
person in front, use
hands to move, sitting
with legs crossed.
5. Pretzel - sit with legs
on scooter, holding
hands, go under each
other's arms in a
circle.
6. Sit facing partner, one
move forward, the
other move backward
(put feet up on each
other's scooters).
7. Kneel facing in
opposite direction,
hold one hand using
the other hand to spin
in a circle.
8. Jet plane - hold hands
with your partner.
9. Back to back, interlock
arms, spin and move,
hold hands, spin.
10. Sit facing each other,
put feet on each
other's lap and spin,
using only hands.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
125
Roller Racers-Scooters (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
11. Crab position - feet on
partner's lap, one
goes forward, one
goes backward, sitting
with legs crossed on
scooter with feet on
the partner.
12. One person sitting
with legs crossed on
the scooter with the
feet of her/his partner,
who is Prone on
another scooter, in
her/his lap. The prone
partner moves in a
circle using the sitting
partner as a pivot.
13. Rowing the boat –
partners facing each
other, one sitting with
legs crossed, the
other sitting, hands
behind on floor, feet
act as oars of the
boat. Person sitting
with legs crossed hold
other person's feet
and rows.
14. Helicopter II - lying on
stomach facing each
other, hold onto the
other person's scooter
with hands and spin.
15. Push and pull - sitting
down facing your
partner, put your feet
on the front of your
partner's scooter hold
hands, push and pull.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
126
Roller Racers-Scooters (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
16. Bird - back to back,
hold arms out straight,
hold hands and flap
arms up and down and
move.
17. Two-stage rocket –
lying on stomach,
holding the person's
feet in front of you; last
person pushes off wall
with feet while the first
pulls with hands.
18. Bulldozer - first person
sits on his scooter with
legs crossed, partner
places his scooter
behind and holds onto
sides of his scooter,
runs behind pushing his
partner.
Safety
A. Remind students about
catching their fingers under
the wheels.
B. Never stand on scooter (1
or 2 feet).
C. Never pick scooter up,
scooter wherever you go
(never walk with the
scooter).
D. Scooter never leaves the
possession of the driver
(sitting, kneeling, lying,
hands, and heels).
E. Only two directions after
basic skills 1-12.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
127
Roller Racers-Scooters (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
F. Keep head up, avoid
accidents (two people to
make an accident, look out
for the other person).
G. Clothing – no sweaters,
string ties, belt buckles,
shorts (prefer old pants).
H. Remove necklaces,
bracelets, pins, big rings.
I. Tuck long hair inside of
clothing or pin it up.
J. Do the skills in progression;
tractor - belly flop; knee
flop-surfing. Turn scooter
over, wheels facing ceiling
whenever you are not on it.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
128
Roller Racers-Scooters (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Age Appropriate Skills and Fundamentals
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Smaller course
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
Dynamic Physical Education for Elementary School Children – 15th Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Scooter Size
Smaller groups
Peer Tutors
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Consult IEPs and 504 Plans to Differentiate Instruction
PHYSICAL EDUCATION GRADES K-5
129
Scarf Unit
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that the use of scarves will help to develop skills for throwing and catching
activities, as well as, eye-hand coordination.
Essential Questions: How can the use of scarf activities enhance a students‟ overall coordination and skills?
Unit Assessment: Teacher Observation, Game play, Progression of Skills
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 - Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
A.
B.
C.
D.
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
A.
Concepts
Skills
What students will know.
What students will be able to do.
Throwing
Catching
"X" Pattern
Holding two scarves in
one hand so that the
scarves are separated
Safety
B.
Never lay extra scarves on
the floor, have students
tuck the scarves they are
not using into their
pockets or waistbands
Provide Sufficient space
for movement
Throwing (low, medium, high)
Catching (one hand and two
hands)
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
Activities/Strategies
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Activities
Skills Test
A.
Teacher Observation
Activities Involving One
Scarves
Question/Discussion
X Pattern
Holding 2 scarves in one hand,
having them separated
Catching with different body
parts
Performing stunts before
catching
Throw scarves diagonally
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities.
Instructional Actions
Figure 8
X Pattern and figure 8 with two
scarves
With three scarves – juggling in
columns, x-pattern, diagonal,
and cascade.
1. Throw the scarf up with
two hands and catch with
two hands.
2. Throw the scarf up with
one hand catch it with
two hands.
3. Throw the scarf up with
one hand and catch with
one hand.
4. See how high you can
throw the scarf.
5. How can you make it go
higher? (Jump and
throw; roll the scarf into a
ball).
6. Throw the scarf into the
air, jump up and catch it.
7. Throw the scarf into the
air, turn around and
catch it before it falls to
the ground.
Student
Demonstration
Student Assessment
Group Presentations
Peer Assessment
PHYSICAL EDUCATION GRADES K-5
130
Scarf Unit (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
8. Throw the scarf into the
air and catch it with
different body parts
(head, back, foot, etc.)
9. Throw the scarf into the
air and catch it at a low
level, medium level, and
high level.
10. Throw the scarf into the
air and let your body
follow it as it floats to the
ground.
11. Put the scarf in one hand
and swing you arm so
you make a circle; do it
with your other hand.
12. Put the scarf in your
hand and move it in the
shape of a figure 8.
13. Take the scarf in one
hand and throw it
diagonally across your
body and catch it with the
other hand. Do this
several times back and
forth from hand to hand.
14. Throw the scarf into the
air and see if you can
keep it floating in the air
by blowing it.
15. Put the scarf on the floor
and try to move it across
the floor by blowing it.
16. Locomotor movements
while balancing the scarf
on body parts.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
131
Scarf Unit (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
B. Activities Involving Two
Scarves
1.
2.
3.
4.
5.
Put one scarf in each
hand and do arm
circles.
Put one scarf in each
hand and do figure 8s.
Juggle the two scarves
in the "X" pattern,
tossing them diagonally
across your body.
Put one scarf in each
hand and swim, crawl
and backstroke.
Put one scarf in each
hand, march around
and swing the scarves
as if you're in a parade.
C. Activities Involving Three
Scarves
1. Juggling in columns –
throw two scarves up in
the air (one from each
hand) so that they are
about 18" apart and
parallel. Throw the third
scarf up into the air
between the first two. Cue
"Throw two, then one."
Continue this pattern.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
132
Scarf Unit (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
2. Juggling in the X pattern,
make sure the hand
holding the two scarves is
the hand that starts the
toss. This pattern is
formed by alternately,
throwing a scarf from each
hand in front of and
diagonally across the
body. Juggling in the
cascade pattern-make
sure the hand holding the
two scarves is the hand
that starts the toss.
Similar to the X pattern,
but this pattern thrown
over the head.
Partners
Teams
Contests
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
133
Scarf Unit (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Size of scarves
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Numbers of scarves
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Consult IEPs and 504 Plans to Differentiate Instruction
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Age Appropriate Skills and Fundamentals
Selective partners and groups
PHYSICAL EDUCATION GRADES K-5
134
Soccer
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that a soccer unit will develop proficiency in the basic skills of dribbling,
passing, tackling, shooting, and throw-ins.
Essential Questions: How will participating in a soccer unit contribute to a child‟s improved cardiovascular fitness?
Unit Assessment: Skills Test, Written Test, Teacher Observation
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 – Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
Skills
What students will be able to do.
Fundamental Skills
*A.
Dribble
1. Control
2. Open Field
*B.
Passing
1.
2.
3.
4.
5.
*C.
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
Concepts
What students will know.
Trapping
1.
2.
3.
4.
5.
*D.
*E.
F.
G.
H.
Inside of foot
Outside foot
Instep
Punt
Heel
Sole of foot
Side of foot
Knee or knees
Chest
Thigh
Shooting
Goalie Skills
Heading
Throw-Ins
Free Kick, Penalty Kick
Dribble using right and left foot.
Keep the ball under control.
Pass ball to partner while still
and moving
Pass effectively using:
A.
Inside of foot
B.
Outside of foot
C.
Instep
D.
Punt
E.
Heel
Instructional Actions
Activities/Strategies
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Dribble Relay Races
Skills Test
Dribble Tag
Written Test
Soccer Snatch
Teacher Observation
Throw-in dodge ball
Question/Discussion
Soccer kickball
Student
Demonstration
Soccer Obstacle
Student Assessment
Trapping effectively usingA.
Sole of foot
B.
Side of foot
C.
Knee or knees
D.
Chest
E.
Thigh
Sideline Soccer
Group Presentations
Soccer obstacle relay kickball
Peer Assessment
Modified mini games
Rules, scoring, and safety
Shooting Correctly
Know Goalie Skills
Small groups for passing and
shooting drills
Heading Correctly
Timed skills contests
Proper Throw-Ins
Shooting contests
Free Kick, Penalty Kick
1,v. 1, 3 v. 3, 5 v. 5
PHYSICAL EDUCATION GRADES K-5
135
Soccer (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
I.
J.
Skills
What students will be able to do.
Volleys
Ball Juggling
Volleys
Ball Juggling
*These minimum skills must be
taught in this unit.
Know Offense
Terminology
Know Defense
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
Lead Up Games
Dribbling
Control
Passing
Trapping
Instep
Kick Off
Punting
Tackle
Volley
Goalie
Throw In
Forwards
Backs
Goal Area
Free Kicks
Penalty Kick
Corner Kick
Goal Kick
Head
Safety
A.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
Concepts
What students will know.
B.
Perform warm-up
activities.
Discourage and penalize
all rough play, pushing,
tripping, etc.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Round Robin Tournament
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
136
Soccer (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check Points
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity.
C. Use nerf soccer ball for
indoor play or when
learning skills that
students maybe reluctant
to attempt with a
regulation ball.
Resources: Essential Materials, Links to Best Practices, Internet Websites and Resources:
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandingsSize of field
Size of ball
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Size of Goals
Age Appropriate Activities
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Types of Balls
Partnership for 21st Century Skills. (2005).Framework for 21st Century Learning. Online:
http://www.21stcenturyskills.org
Modify games and contests
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Study Guide
PHYSICAL EDUCATION GRADES K-5
137
Soccer (Cont.)
Resources:
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
138
Softball
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that a softball unit includes the skills of catching, throwing, striking, and
running.
Essential Questions: How will participating in a softball unit enhance a student‟s level of play?
Unit Assessment: Skills Test, Written Test, Teacher Observation
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 - Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
*A.
Skills
What students will be able to do.
Overhand Throw
Pitching underhand
1. Look toward target
2. Step toward target
3. Follow through
Throwing and catching
grounders and fly balls
Activities/Strategies
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Skill Practice
Skills test
Throwing/Catching
Written test
Pitching
Teacher observation
Running Bases
Question/Discussion
Batting from a tee
Student
Demonstration
Running the bases
*B.
Underhand Pitch
Batting from a tee
1. Look toward target
2. Step toward target
3. Follow through
Fielding practice
Batting a pitched ball
Ready position
*C.
Student Assessment
Fielding practice
Catching
Fielding grounders
1.
2.
3.
4.
5.
6.
7.
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities.
.
*D.
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
Concepts
What students will know.
Instructional Actions
Above waist
Below waist
Looking ball in
Thrown in
Fly balls
Grounders
Line drive
Group Presentations
Ground balls
Fielding fly balls
Peer Assessment
Fly balls
Throwing to bases
Game play
A.
Team Practice
Contests
1. One team practices
fielding
2. One team practices
batting, alternate each
day
Batting
1. Stepping in
2. Watching the ball
3. Follow through
B.
Game of Softball
Teams
Tournaments
PHYSICAL EDUCATION GRADES K-5
139
Softball (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
E.
Skills
Activities/Strategies
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Base running
Terminology
Base on balls, walk
Bunt
Diamond
Double play
Error
Fly-ball
Force play
Foul ball
Foul tip
Ground ball
Infield
Infield Fly
Inning
Outfield
Overhand
Overrun
Strike
Tag Play
Tag up
Underhand
Safety
A.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
Concepts
What students will know.
*These minimum skills must be
taught in this unit.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
Instructional Actions
Players must keep their
eyes on the ball when
fielding
B. Batters must drop the bat
in a designed area before
running
C. Catchers must wear
masks and be 15' from the
batter
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
140
Softball (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity.
2.6.4.A.2 – Participate in
moderate to vigorous ageappropriate activities that
address each component
health-related and skills-related
fitness.
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
D. Batting team should await
their turns in a teacher
designated dugout
E. Stress playing positions
properly to avoid collisions
with teammates and base
runner
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
141
Softball (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Age Appropriate Skills and Fundamentals
Consult IEPs and 504 Plans to Differentiate Instruction
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Size of playing area
Size of bat/ ball
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
Study Guide
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Modify games and contests
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Types of Balls/Bats
PHYSICAL EDUCATION GRADES K-5
142
Step Aerobics
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that the basic skills and rhythmic steps used in step aerobics enhances
overall coordination as well as develop cardiovascular endurance, balance, and agility.
Essential Questions: How will student‟s sense of rhythm and coordination be enhanced in a step aerobics unit?
Unit Assessment: Teacher Observation
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 - Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities.
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
Concepts
Skills
What students will know.
What students will be able to do.
Fundamental Skills
A.
B.
C.
D.
E.
F.
G.
H.
I.
Basic step (Step-Up R,
Step-Up L; Step Down R,
Step Down L)
Step Touch (One Step)
March in Place
Tap up, Tap down
Heel touches
Crossing the box (walk
over)
Power up steps (raise
knees and arms)
Grapevine
Step up kick
Basic step – Step up R and L,
Step Down R and L
Activities/Strategies
Assessment
Check Points
Technology Implementation/
Interdisciplinary Connections
Basic steps and movements
Skills test
Individual/partner/ group routines
Teacher observation
Routines set to music
Question/Discussion
Whole class routines
Student
Demonstration
Step Touch (One Step)
March in Place
Tap up, Tap down
Groups
Heel touches
Student Assessment
Teams
Crossing the box (walk over)
Group Presentations
Power up steps (raise knees and
arms)
Peer Assessment
Terminology
Grapevine
A.
B.
C.
D.
Step up kick
High intensity
Low intensity
Target heart rate
Cardiovascular endurance
and conditioning
E. Flexibility
F. Step
G. Strength endurance
training
H. Aerobic
Instructional Actions
PHYSICAL EDUCATION GRADES K-5
143
Step Aerobics (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity.
2.6.4.A.2 – Participate in
moderate to vigorous ageappropriate activities that
address each component
health-related and skills-related
fitness.
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Safety
A.
B.
Instructional Actions
Warm-up before activity
Stress proper placement
of feet on the step
C. Monitor the proper height
of the step for students
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
144
Step Aerobics (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Tempo of music
Age Appropriate Skills and Fundamentals
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Consult IEPs and 504 Plans to Differentiate Instruction
Selective groups and partners
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Peer tutors
PHYSICAL EDUCATION GRADES K-5
145
Tennis
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that participating in tennis can improve coordination, stamina, and agility.
Essential Questions: How can learning the basic skills of tennis and strategy concepts have a carry-over value as a recreational sport?
Unit Assessment: Skills Test, Written Test, Teacher Evaluation
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 -Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
Concepts
Skills
What students will know.
What students will be able to do.
Fundamental Skills
Grip racket properly
*A.
*B.
*C.
*D.
*E.
Hit forehand using proper form
Grip
Forehand
Backhand
Serve
Volley
Terminology
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities.
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
Serve overhand successfully
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
All of these drills should be first
demonstrated properly, then
practiced individually against a
wall, graduating to the use of a
partner.
*These minimum skills must be
taught in this unit.
Serve underhand successfully
A. Stance and Ready Position
A.
B.
C.
D.
E.
F.
G.
H.
Serve
Return
Net
Racquet
Volley
Forehand Volley
Backhand Volley
Overhand Serve
Pre-activity Instruction
A.
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
Hit backhand using proper form
Instructional Actions
Origin and history of
tennis
B. Official rules (developed
by United States Lawn
Tennis Association)
C. Types of Playing Areas
1. Blacktop
Assessment
Check Points
Skills test
Written test
Teacher observation
Question/Discussion
Student
Demonstration
Volley to play modified game
Keep score
1. Forehand volley
2. Backhand volley
Student Assessment
Group Presentations
Play a game of tennis
B. Overhand Serve
C. Activities with a partner using
a net
1.
2.
3.
4.
5.
Forehand volleys
Backhand volleys
Combination volleys
Serve and return
Serve, return, and volley
D. Games
1. Tennis baseball (lead-up
games)
Peer Assessment
PHYSICAL EDUCATION GRADES K-5
146
Tennis (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
Concepts
Skills
What students will know.
What students will be able to do.
2.
3.
Grass
Clay
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity.
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
2. Introduction to regulation
games
3. Modified games
D. Parts of the Racquet
Safety
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
Instructional Actions
A.
B.
Sufficient room must be
provided for between
students
Discourage hard hitting
against the wall
Contest/Tournaments – singles
and doubles
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
147
Tennis (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
2.6.4.A.2 – Participate in
moderate to vigorous ageappropriate activities that
address each component
health-related and skills-related
fitness.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Assessment
Check Points
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Age Appropriate Skills and Fundamentals
Consult IEPs and 504 Plans to Differentiate Instruction
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Size of playing area
Height of net
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Study Guide
Partnership for 21st Century Skills. (2005).Framework for 21st Century Learning. Online:
http://www.21stcenturyskills.org
Hit against a wall
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Size of racket
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
Dynamic Physical Education for Elementary School Children – 15th Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
PHYSICAL EDUCATION GRADES K-5
148
Tennis (Cont.)
Resources:
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
149
Tires
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that participating in a tires unit will develop strength, agility, and coordination.
Essential Questions: How can a tires unit provide challenges for students while improving their overall physical education skills?
Unit Assessment: Teacher Observation, Skills Test
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 -Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities.
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
Concepts
Skills
What students will know.
What students will be able to do.
Fundamental Skills
A.
B.
C.
D.
E.
Locomotor skills
Strength
Hand-eye Coordination
Balance
Agility
Locomotor Skills - moving in and
out of tires
Walking or running using high
knees, moving in and out of tires
Increase Strength
Safety
Increase Hand-eye Coordination
A. Feet must be lifted high to
avoid tripping when
running, jumping and
hopping through tires.
B. Keeping body and head
erect helps maintain
balance.
C. Closely spot during tug-ofwar (no letting go, stay off
knees).
D. Mats can be used for
greater safety when
learning new activities.
E. Show how to lift tires by
using leg muscles instead
of back.
F. Never use steel-belted
tires.
Improve Balance
Improve Agility
Bridges from both Prone and
Supine positions
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Activities
A. Individual and Partner
Activities (One tire for every 1
or 2 students)
1. Jump in and out of the
tire forward.
2. Jump in and out of the
tire backward.
3. Jump in and out of the
tire sideways.
4. Repeat 1, 2, and 3, using
a hop.
5. Run around the tire on
the sidewalls.
6. Walk backward around
tire without touching tire.
7. Make a bridge with the
hands inside the tire and
feet out.
8. Move the bridge around
the tire.
9. Make a bridge with feet
inside the tire and move
around tire.
10. Make a bridge
completely across the
tire.
Assessment
Check Points
Written Test
Skills Test
Teacher Observation
Question/Discussion
Student
Demonstration
Student Assessment
Group Presentations
Peer Assessment
PHYSICAL EDUCATION GRADES K-5
150
Tires (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity.
Concepts
Skills
What students will know.
What students will be able to do.
G. Match size of tire
appropriately for grade
level.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
11. In a push-up position
with the hands on the
tire, circle the tire.
12. Do the same with the feet
on the tire.
13. Spin the tire and see
what you can do while
moving around the tire as
it spins.
14. Roll the tire and try to get
in front of it and stop it.
15. Roll the tire and try to get
in front of it and jump
over it.
16. Roll the tire to your
partner.
17. Roll the tire to your
partner who tries to jump
over it.
18. With your partner holding
the tire upright, see how
many ways you can go
through it.
19. Experiment with different
ways to lift and hold the
tire in the air.
20. With two tires side by
side, move in a figure 8
on sidewalls.
21. You and your partner roll
tires toward each other
across the area and try to
hit your partner's tire.
22. Do the same without
hitting partner's tire, try to
stop it. How many
different ways can the
rolling tire be stopped?
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
151
Tires (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
23. Roll tire forward, keeping
it in control as a dribble.
Do the same backward.
24. Roll two tires at once
forward as in #23. (See
if students choose to roll
one at each side or try to
roll two together at one
tire).
25. Stand inside the tire, pick
it up and carry it.
2.6.4.A.2 – Participate in
moderate to vigorous ageappropriate activities that
address each component
health-related and skills-related
fitness.
B.
Activities with 4-5 Tires
Placed on the floor in a line-0
0000
1. Run around the tires in
figure 8 style without
touching tires.
2. Do the same, running
backward.
3. Walk through the tires,
placing one foot in center
of tire and one foot
between tires.
4. Do the same, running.
5. Run, placing one foot in
center of tire and the
other outside to the side
of the tire.
6. Run, placing one foot on
the nearest sidewall and
one foot in center of tire.
7. Run, placing one foot on
the nearest sidewall and
the other on the far
sidewall.
8. Jump in and out of the
tires.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
152
Tires (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
9. Hop in and out of the
tires.
10. Leap over each tire
without touching them.
11. Leap on the sidewalls of
the tires and to the floor
between tires.
12. Move tires close together
and jump from the
sidewalls of one tire to
the net-0 0 0 0 0.
13. With tires still close, run
on the sidewalls in a
figure 8.
14. Set the tires up as in a
football drill and run
through them (keep
knees high).
0 0 0
0 0 0
C. Activities
1. Tug-of-war
2. Steal the bacon into tugof-war (1 vs. 1; 2 vs. 2)
3. Use tires as targets for
bean bags. Can be
played as horseshoes.
(1pt. on tire, 2 pts. in)
4. Part of obstacle course.
5. Relays
a. Roll tire on its side and
run next to it.
b. Step inside tire, pull it
up to your waist and
run while carrying it
like a life preserver.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
153
Tires (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Size and placement of tires
Age Appropriate Skills and Fundamentals
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Consult IEPs and 504 Plans to Differentiate Instruction
Modified areas
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Replace tires with hoops or markers
PHYSICAL EDUCATION GRADES K-5
154
Touch and Flag Football
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand the basic skills of passing, receiving, and kicking, as well as, safety.
Essential Questions: Why are accuracy and speed important when participating in a football unit?
Unit Assessment: Skills Test, Written Test, Teacher Observation
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 – Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
Concepts
Skills
What students will know.
What students will be able to do.
Fundamental Skills
A.
B.
C.
D.
E.
F.
G.
Passing
Receiving passes
Punting
Place kicking
Running - handoffs
Pass patterns
Blocking
Passing and receiving passes
with partner while standing and
moving
Passing and receiving in
modified game
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Punt, pass, and kick contest
Running relays - practice carrying
the ball, handoffs, and centering
Skills Test
Question/Discussion
Punt ball correctly
Football obstacle relay baseball
Terminology
Student
Demonstration
Modified mini games
Complete handoff
Punt
Pass
Kick
Tee
Laces
Grip
Button Hook
Curl
Fly
Block
Center
Ends
Quarterback
Running back
Spiral
Post
Flag
Written Test
Teacher Observation
Football baseball (Punting,
Passing, or Kicking)
Place ball for kicker correctly
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
Assessment
Check Points
Student Assessment
A.
Run pass patterns successfully
Block another player properly
B.
C.
Blocking - above waist only;
not allowed to leave feet
Explain rules of game
Flag or Touch Football
Game
Keep score
Know positions
1. stress team work
2. stress knowledge or
positions
1. line to block
b. ends - pass patterns
3. explain penalties
4. review scoring
Group Presentations
Peer Assessment
PHYSICAL EDUCATION GRADES K-5
155
Touch and Flag Football (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
Off sides
Pass Interference
Offense and Defense
Line of Scrimmage
Huddle
Extra Point
Hand off
Interception Fly
Safety Block
End Zone
First down
Fumble
Kick off
Lateral Spiral
Touch down
Field goal
Demonstration and
Explanation of Skills
A.
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity
Skills
What students will be able to do.
R.
S.
T.
U.
V.
W.
X.
Y.
Z.
AA.
BB.
CC.
DD.
EE.
FF.
GG.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
Concepts
What students will know.
Teams
Tournaments
Activities and Games
A.
B.
Punt, pass, and kick contest
Running relays - practice
carrying the ball, handoffs,
and centering
C. Football baseball (Punting,
Passing, or Kicking)
D. Football obstacle relay
baseball
E. Modified mini games
1.
2.
3.
Blocking - above waist
only, not allowed to
leave feet
Explain rules of game
Flag or Touch Football
Game
a. stress team work
b. stress knowledge or
positions
Receiving
1. Keep eyes on ball
2. Catch with your
fingers
3. Bring ball into your
body
C.
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Contests
Passing
1. Grip
2. Stance
3. Release of Ball wrist action
4. Follow through
B.
Instructional Actions
Punting
1. Stance
i.
ii.
line to block
ends - pass
patterns
c. explain penalties
d. review scoring
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
156
Touch and Flag Football (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.6.4.A.2 – Participate in
moderate to vigorous ageappropriate activities that
address each component
health-related and skills-related
fitness
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
2. Placement of ball in
hands
3. Placement of
dropped ball on foot
4. Point toe
5. Keep eye on ball
6. Snap of lower leg
7. Follow through
8. Body lean
D
Place kicking
1. Shoulders square to
the ball
2. Balance weight
evenly on both feet
3. Keep head down and
look directly at a spot
just below the ball's
center
4. Kicking toe should
point directly down
field
5. Kicking leg should
swing forward, knee
bent, finish with a
snap of lower leg
6. Follow through even
though the kick has
been made
7. Field goals
E.
Instructional Actions
Running
1. Placement of ball in
arm
2. Hand placement for
receiving a hand off
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
157
Touch and Flag Football (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
3.
4.
F.
Giving and receiving
a lateral
Follow blockers
Pass Patterns
1.
2.
3.
4.
Down and out
Curl
Post
Fly
Safety
A.
B.
C.
D.
E.
Instructional Actions
Warm up to prevent
injury
Blockers are not allowed
to leave their feet
Blocking above waist
only (hands only, no
head contact)
All fumbles are
considered dead and
cannot be recovered
All rules must be strictly
enforced
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
158
Touch and Flag Football (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Size and type of ball
Size of playing area
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Assign roles for each group, teams or lines
Provide a study Guide
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
Consult IEPs and 504 Plans to Differentiate Instruction
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Utilize Peer Tutors
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Age Appropriate Skills and Fundamentals
Modify games and contests
PHYSICAL EDUCATION GRADES K-5
159
Toys in the Box
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that participating in this unit will challenge them as well as enhance eye-hand
coordination and eye-foot coordination, throwing, striking, and balance skills.
Essential Questions: How can students enhance the basic skills of balance during the toys in the box unit?
Unit Assessment: Teacher Observation, Skills Test
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 - Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied settings
(i.e., games, sports, dance, and
recreational activities).
Concepts
What students will know.
A.
1. Dribble the basketball
2. Sponge ball between legs,
jump
3. Frisbee on wand, hold at
the bottom of wand
4. Frisbee upside down,
something round in it
5. Dribble football like a
soccer ball
6. Hula hoop, jump in hoop,
bring over head, jump in
again
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings (i.e.,
skill practice) and applied settings
(i.e., games, sports, dance, and
recreational settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities.
2.5.2.B.3 – Determine how attitude
impacts physical performance.
2.5.2.B.4 – Demonstrate strategies
that enable team members to
achieve goals.
Level I
B.
Level II
1. Ping pong paddle and
balloon
2. Jump rope with tennis ball
under your chin
3. Throw a sponge ball into
the milk crate from the
starting line
4. Laying on the scooter,
push a hula hoop with a
ball inside the hoop
Instructional Actions
Skills
Activities/Strategies
What students will be able to
do.
Running holding object
Technology Implementation/
Interdisciplinary Connections
Relays
Jumping holding object
Run like halfback w/ nerf
football
Balancing holding object
Travel across floor using a
scooter in various ways
Combine skills performing two
tasks at one time
Assessment
Check Points
Written Test
Skills Test
Teacher Observation
Sponge ball between kneejump
Question/Discussion
Ping pong paddle pushing
Wiffle ball
Student
Demonstration
Frisbee balancing round ball
Student Assessment
Push a ball while lying on
scooter
Hula hoop jump through
Group Presentations
Dribbling basketball correctly
Scooters on belly
Peer Assessment
Dribbling soccer ball correctly
Dribble basketball and
soccer ball
Throwing ball into crate
Throw ball into milk crate
Striking balloon or ball with
paddle, Frisbee, or baton
Ping pong paddle w/ balloon
Jump rope
Frisbee and Baton
Jump rope using hula hoop
PHYSICAL EDUCATION GRADES K-5
160
Toys in the Box (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to
do.
Technology Implementation/
Interdisciplinary Connections
Push ball down to partner
while lying on scooter
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it means
to demonstrate good
sportsmanship.
5. Dribble two balls,
basketball and soccer ball
at the same time
6. Ping pong paddle, ping
pong ball
C.
Level III
1. Jump rope with football
between your knees
2. Bean bag on the end of
baton
3. Balloon hit with baton
4. Scooter, laying on
stomach, bean bag on
your back
5. Tape on top of head with
tennis ball inside roll of
tape
6. Hula hoop, keep it going
around your stomach while
walking to the other end
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
2.6.2.A.2 – Explain what it means
to be physically fit and engage in
moderate to vigorous ageappropriate activities that promote
physical fitness.
Safety
A.
B.
C.
D.
2.6.4.A.1 – Determine the physical,
social, emotional, and intellectual
benefits of regular physical activity.
Instructional Actions
Students must have ample room
between teams to perform
activities.
Be sure area is free of debris.
(Can be done inside or outside).
Be sure all students completely
understand instructions.
As students complete their
activity, they should be seated in
line.
Jump rope
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
161
Toys in the Box (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to
do.
Technology Implementation/
Interdisciplinary Connections
2.6.4.A.2 – Participate in moderate
to vigorous age-appropriate
activities that address each
component health-related and
skills-related fitness.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Assessment
Check Points
Instructional Adjustments: Modifications,
student difficulties, possible misunderstandings-
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool. Atlanta,
GA: Author.
Size of Equipment
Length of relay
National Association for Sport and Physical Education. (2004). Moving into the Future: National Standards for
Physical Education. Reston, Virginia: American Alliance for Health, Physical Education, Recreation, and
Dance.
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in Comprehensive
Health and Physical Education Online: http://www.nj.gov/education/aps/cccs/chpe/standards.htm
st
Age Appropriate Skills and Fundamentals
Consult IEPs and 504 Plans to Differentiate
Instruction
Peer tutors
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Modify games and contests
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary Teacher(2
Edition), Human Kinetic Publishers (2007)
nd
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Martin, Ellen. Benjamin-Cummings Publisher.
Hastie, Peter;
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell, Stephen;
Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker Publishing.
PHYSICAL EDUCATION GRADES K-5
162
Toys in the Box (Cont.)
Resources:
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
163
Track and Field
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that the fundamental skills of running, jumping, throwing, and leaping are
components of track and field.
Essential Questions: How and why is endurance an essential part of track and field events?
Unit Assessment: Skills Test, Written Test, Teacher Observation
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 – Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
Concepts
Skills
What students will know.
What students will be able to do.
Fundamental Skills
A.
Running - Sprints and
Endurance distances efficiently
1. Sprints
2. Endurance
Standing broad jump using
proper form
Starts
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
1. Sprinter's start
2. Standing start
C.
D.
E.
F.
G.
H.
I.
Standing Broad Jump
Relays
Shot Put
Discuss
Hurdles
Long Jump
High Jump
Terminology
A.
B.
C.
D.
E.
F.
Endurance Start
Sprinter's S
Starting Commands
Running
Pace
Sprinter
Assessment
Check Points
Written Test
Skills Test
Hand-off properly in relays
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Running Form – Sprinter,
Distance, Relays
Running
Start properly
B.
Instructional Actions
Throw shot put correctly
Jumping Events – Standing
Broad Jump, Long Jump, High
Jump
Teacher Observation
Question/Discussion
Weight Events – Shot put,
Discuss
Student
Demonstration
Lead Up Games – Mini track
meet, Competition in each event
Student Assessment
Team Competition
Group Presentations
Contests
Peer Assessment
Throw discuss correctly
Jump hurdles using proper form
Long jump using proper form
Decathlon
High jump using proper form
PHYSICAL EDUCATION GRADES K-5
164
Track and Field (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Distance Runner
Jumper
Thrower
Hurdler
Standing Broad Jump
Long Jump
High Jump
Take Off Foot
Hurdle
Relays
Hand Off
Anchor Leg
Baton Thrower
Shot Put
Discuss
Events
A.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
Running Events
1. Running form
a. Sprinter
i.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
Instructional Actions
upper body
straight and
forward
ii. arms swing in
opposition to
legs
iii. arms are bent
at elbow and
swing is
forward to
backward
plane (not
across body)
iv. knee lift is
upward
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
165
Track and Field (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical
v. runners
should be up
on toes
b. Distance runners
i.
relaxation of
upper body
ii. slight lean
forward
iii. head is
straight not
tilted
iv. runners
should not be
on their toes
(heel to toe
movement)
v. arms should
be relaxed
and flow
naturally with
body rhythms
c.
Distance runners
take off
i.
ii.
knee bend
arm swing
2. Long jump
a. approach
b. take off
c. landing
3. High jump
a. approach
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
166
Track and Field (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
b. take off
c. jump-roll, scissors,
flop
C. Weight Events
1. Shot put – shot or
softball
a. grip
b. pushing action of
arm
c. standing put
d. glide
e. follow through
2. Discuss
a.
b.
c.
d.
e.
grip
flick of wrist
angle of release
spin in circle
follow through
Safety
Knowledge of equipment.
Proper skills of running,
throwing, jumping, and
catching.
Proper warm-up/stretching.
Proper breathing.
Proper landings.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
167
Track and Field (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Assessment
Check Points
Dangers of throwing
implements.
Proper conditioning.
Keep groups of throwers away
from other students.
Be aware of surroundings,
boundaries, surfaces, etc.
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandingsSkill level modifications
Age Appropriate Skills and Fundamentals
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Consult IEPs and 504 Plans to Differentiate Instruction
Utilize Peer Tutors
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Partnership for 21st Century Skills. (2005).Framework for 21st Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006). Hastie, Peter;
Martin, Ellen. Benjamin-Cummings Publisher.
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
Study Guide
Modify contests
Selective groups and partners
PHYSICAL EDUCATION GRADES K-5
168
Track and Field (Cont.)
Resources:
Dynamic Physical Education for Elementary School Children – 15th Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
169
Volleyball
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that volleyball incorporates eye-hand coordination, as well as, the serve,
volley, bump, rotation, and score keeping.
Essential Questions: What are the skills of volleyball and how important is each one of them to playing a competitive game of volleyball?
Unit Assessment: Skills Test, Written Test , Teacher Observation
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 – Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
Concepts
Skills
What students will know.
What students will be able to do.
Fundamental Skills
A.
B.
C.
D.
E.
F.
G.
H.
I.
Bump/Dig pass
Overhead pass
Spike
Underhand serve
Overhand serve
Sidearm serve
Rotation
Block
Scorekeeping
Properly execute all skills
correctly:
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
Activities
Assessment
Check Points
Skills Test
Written Test
Underhand serve
Bump Keep It up – Form circle;
using only bump, keep ball in air.
Count number of bumps, misses:
double hit, ball hits floor or ceiling,
lifting ball. Use with overhead hit
as well. With small groups this
can be used as a cardiovascular
warm up.
Overhand serve
Group Contests
Worksheets
Sidearm serve
Partner Games
Spotting
Block
Skill Contests
Participation
Sliding
Teams
Cooperation
Jumping
Tournaments
Safety
Bump/Dig pass
Overhead pass
Spike
Teacher Observation
Question/Discussion
Student
Demonstration
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
Bump
Dig
Volley
Serve
Spike
Block
Double hit
Net Ball
Side Out
Point
Rotation
Set up
Lift
Rotation in game situation
Know Scorekeeping
Peer Assessment
PHYSICAL EDUCATION GRADES K-5
170
Volleyball (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
Safety
A.
B.
C.
Instructional Actions
Balls should be returned
to opposing team under
the net.
Wheels on standards
should face away from
court.
Stress playing own
position to avoid children
chasing ball anywhere
on court.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
171
Volleyball (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Size and type of ball
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Height of net
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Provide a study Guide
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Assign roles for each group, teams or lines
Age Appropriate Skills and Fundamentals
Consult IEPs and 504 Plans to Differentiate Instruction
Utilize Peer Tutors
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Assessment
Check Points
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
th
Dynamic Physical Education for Elementary School Children – 15 Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
Modify games and contests
PHYSICAL EDUCATION GRADES K-5
172
Volleyball (Cont.)
Resources:
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
PHYSICAL EDUCATION GRADES K-5
173
Whittle
Targeted Standards: Standard 2.5: All Students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Standard
2.6: All Students will apply health related and skill related fitness concepts and skills to develop and maintain a healthy, active lifestyle.
Unit Objectives/Enduring Understandings: Students will be able to understand that whittling develops confidence, arm and leg strength, agility, as well as,
overall coordination.
Essential Questions: What is the importance of spotting for students while climbing or hanging?
Unit Assessment: Teacher Observation, Safety, Participation, Cooperation
Core Content Objectives
Cumulative Progress
Indicators
2.5.2.A.1 – Explain and perform
movement skills with
developmentally appropriate
control in isolated settings (i.e.,
skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
activities).
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Fundamental Skills
Walk
Technology Implementation/
Interdisciplinary Connections
Activities
A.
Trestle
Climb
A.
1.
Hanging
Swing
a. Hands
b. Knees
Hang
Trestle
1.
2.
Slide
2.5.4.A.1 – Explain and perform
essential elements of movement
skills in both isolated settings
(i.e., skill practice) and applied
settings (i.e., games, sports,
dance, and recreational
settings)
2.
a. Hands
b. Knees
Over/Under
4.
Climbing
Inside/Outside
a. Up-down
b. Inside-outside
c. Over-underthrough
Use Hands, Knees, and Feet
5.
3.
6.
7.
8.
B.
Cargo Net
9.
1.
2.
2.5.2.B.4 – Demonstrate
strategies that enable team
members to achieve goals.
3.
Support Body
2.5.2.B.1 – Differentiate when to
use competitive and cooperative
strategies in games, sports, and
other movement activities
2.5.2.B.3 – Determine how
attitude impacts physical
performance.
Swinging
Proper foot and arm
grips
Supporting own
weight
a. Arms
10.
11.
Climb up and down on
the outside of the
trestle.
Climb up and down in
the inside of the trestle.
See how high you can
climb.
Climb up one way and
down another
Hang from the bar with
your hands and pedal
like a bicycle.
Support your body
between two bars.
Hang by your body
between two bars.
Climb up, over, and
down the other side.
Go over one bar and
under the next.
Climb under to the other
side.
Hang by your knees
and swing.
Assessment
Check Points
Question/Discussion
Student
Demonstration
Skills Test
Worksheets
Written Test
Spotting
Participation
Cooperation
Safety
Teacher Observation
Peer Assessment
PHYSICAL EDUCATION GRADES K-5
174
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
2.5.4.B.2 – Acknowledge the
contributions of team members
and choose appropriate ways to
motivate and celebrate
accomplishments.
3.
2.5.2.C.1 – Explain what it
means to demonstrate good
sportsmanship.
4.
b. Feet
1.
a. Hands
b. Knees
2.
Climbing
C. Horizontal Bar
2.5.4.C.1 – Summarize the
characteristics of good
sportsmanship and demonstrate
appropriate behavior as both a
player and an observer.
1.
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
B. Cargo Net
Hanging
a. Up-down
b. Over-throughunder
c. Diagonally
2.5.2.C.2 – Demonstrate basic
activity and safety rules and
explain how they contribute to a
safe active environment.
Instructional Actions
3.
4.
5.
6.
7.
8.
Hanging
9.
a. Hands
b. Knees
Climb up and down the
net.
Climb through a net
hole.
Hang by your knees.
Hang by your hands.
Swing on the net.
Climb up, over, and
then down the other
side.
Climb diagonally across
the net.
Climb from the trestle to
the net and back to the
trestle.
Climb using just your
hands.
C. Horizontal Bar, Low or High
2.5.4.C.2 – Apply specific rules
and procedures during physical
activity and explain how they
contribute to a safe active
environment.
1.
2.
3.
2.6.2.A.2 – Explain what it
means to be physically fit and
engage in moderate to vigorous
age-appropriate activities that
promote physical fitness.
2.6.4.A.1 – Determine the
physical, social, emotional, and
intellectual benefits of regular
physical activity.
Protect head and
neck areas
No one may go on
equipment without a
spotter
Spotters help
enforce safety rules
Safety
A.
B.
Teacher must check
equipment every period.
Teacher must check all
attachments when they
are put up.
1.
2.
3.
4.
5.
6.
Hang and swing by
hands, high
Hand and swing from
knees, low
Sit on the bar, then
hang from your knees,
low.
Hang from your hands
and jump to the floor,
high
Hang from the bar and
pedal like on a bicycle,
high
Find new ways of
hanging from the bar.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
175
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
C. Whenever leaving gym for
any length of time, lock all
doors or dismantle
equipment and put it
away.
D. Teach spotting procedures
for each piece of
equipment.
E. Establish a "Buddy" or
"Tri-Buddy" spotting
system.
F. Specifically tell students
what will be permitted and
not permitted on each
piece of equipment.
G. Cover as much floor
space as possible under
the equipment with mats.
H. Equipment must only be
used under the
supervision of a physical
education Teacher.
I. All jewelry must be
removed.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
7.
Hang from your hands,
move from one end of
the bar to the other
using hand-to-hand
motion, travel sideways,
high.
8.
Travel forward along
the bar with a handover-hand motion, high
9.
10.
11.
12.
13.
14.
15.
16.
Hang from the bar with
your hands, travel
backward along the bar,
high
Hook your hands and
legs around the bar and
move from one end to
the other while traveling
under the bar.
Hook your hands and
legs around the bar and
move from one end to
the other while traveling
on top of the bar.
Move across the bar by
sliding forward.
See how many ways
you can hold onto the
bar.
See if you can do a
chin-up on the bar,
high.
See if you can do a pullup on the bar, high.
Hang from the bar like
you are clothes hanging
on a clothesline.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
176
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
17. Hang from the bar and
pretend you are a plant
in a wind storm.
18. Find new ways of
moving across the bar.
D.
Ladder, Inclined
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Go up and down the
ladder using hands and
feet.
Find other ways of
moving up and down
the ladder using hands
and feet.
Crab walk up and down
the ladder.
Climb up the ladder and
slide down.
Weave in and out of the
rungs.
Go up the ladder
without touching the
rungs.
Move down the ladder
head first.
Move up and down the
ladder without using
your hands.
Move up and down the
ladder using just your
arms.
Balance a bean bag on
different parts of your
body while climbing the
ladder.
Climb up one side and
down the other.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
177
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
12. Find new ways of
moving up and down
the ladder.
E.
Ladder, Horizontal
1.
Move along the top of
the ladder from one side
to the other.
2.
Crab-walk along the
top.
3.
Slide along the top.
4.
Hang from your hands
and swing.
5.
Hang from your knees
and swing.
6.
Move along the
underneath side of the
ladder.
7.
Move along the
underneath using just
hands.
8.
Move along the
underneath using hands
and feet.
9.
Find new ways to hang
from the ladder.
10. Hang from your hands
and bring your legs up
so that they are parallel
to the floor.
11. Hang from your hands
and pedal your feet like
a bicycle.
12. Hang from your hands
and move your legs
back and forth like a
scissor.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
178
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
13. Move from one side to
the other using only the
side rail.
14. Find new ways of
moving on top of and
underneath the ladder.
F. Curved Bridge, Rainbow
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Move across the top
from one side to the
other.
Crab walk across the
top.
Move like a snake
across the top.
Find new ways of
moving across the top.
Go across the bottom
without touching the
floor.
Go across the bottom
using hands and feet.
Go across the bottom
using only hands.
Hang from your hands
and swing.
Hang from your knees
and swing.
Hang onto the rainbow
with one hand.
Move like a monkey
across the top.
Hang from the side rail
with your hands and
move from one end to
the other.
Hang from the rainbow
with one hand for 10
seconds.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
179
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
14. Find new ways of
moving across the
bottom.
G. Curved Bridge, Rainbow,
Inverted
1.
2.
3.
4.
5.
Use the rainbow as a
sliding board.
Crab walk up and down
the top side.
Climb up and down the
bottom side.
Move up and down
sideways.
Find new ways of
moving up and down.
H. Parallel Bars, Horizontal
1.
2.
3.
4.
5.
6.
7.
Support your body on
the bars.
Move from one end to
the other across the top
of the bars.
Move forward across
the top of the bars.
Move backward across
the top of the bars.
Find new ways of
moving across the top
of the bars.
See how many animal
walks you can do
across the bars.
Move from one end to
the other underneath
the bars.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
180
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
8.
Find different ways of
moving underneath the
bars.
9.
Hang from your knees
on one bar.
10. Hang between the bars.
11. Do a front arm support
between the bars and
swing your legs.
12. Move across the bars
by having your hands
on one bar and your
legs on the other.
I.
Parallel Bars, Inclined
1.
2.
3.
4.
5.
6.
7.
J.
Climb up the bars
facing forward.
Climb up the bars
facing backward.
Slide down the bars.
Find different ways to
slide down the bars.
Climb up the bars
sideways.
Find ways of moving up
and down the bars
using the underside.
Lay on your stomach
and pull yourself up the
bars with your hands.
Climbing Rope
1.
Jump up onto the rope
and swing, "Tarzan
Swing".
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
181
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
2.
Lay down, hold onto the
rope and pull yourself
up to a sitting position.
3.
Pull yourself up from a
sitting to a standing
position.
4.
Pull yourself up from a
lying to a standing
position, keep legs
straight.
5.
Jump up and hang on
the rope and pedal your
legs like a bicycle.
6.
Jump up and grab rope,
pull up and lower your
body several times.
7.
Standing next to the
rope, hold rope at waist
level; lean back on one
heel, straighten arms
and lift the other heel,
spin around.
8.
Climb the rope and
touch the top bar.
9.
Climb the rope without
using your feet.
10. Hand upside down on
the rope.
K.
Trapeze
1.
2.
3.
Climb from the trestle to
the trapeze and back
again.
Sit on the trapeze and
swing.
Sit and drop to a knee
hang.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
182
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
4.
Hang from your knees
and swing.
5.
Hang from your knees,
hands on bar, and do a
backward roll dismount.
6.
Hang from your hands
and swing.
7.
See how many chin-ups
you can do.
8.
While swinging slowly
from your hands,
dismount by jumping
and landing on your feet
with bent knees.
9.
Hang from your knees
and swing. Dismount
by landing on feet.
*Teacher must spot this
activity.
L.
Balance Beam
1.
2.
3.
4.
5.
Walk forward and
backward with your
arms at different
positions.
Walk sideways, closing
steps and crossing
steps.
Walk slowly, touching
heel against toe.
Walk backward,
touching heel against
toe.
Walk across the beam,
turn without stepping
off, and walk back
sideways.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
183
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
6.
Walk across the beam
without falling off.
7.
Walk across the beam,
turning half way around
with each step.
8.
Cross the beam while
tossing and catching a
bean bag.
9.
Move across the beam
without using your feet.
10. Find different ways of
moving across the
beam.
11. Walk the beam while
balancing a bean bag
on your head.
12. Move across the beam
while touching two
hands to the floor.
13. Tip-toe across the
beam.
14. Move across the beam
at different levels.
15. Walk across the beam
and change directions.
16. Balance on the beam
on one leg.
17. Find other parts of your
body on which you can
balance.
18. Balance your body on
two or more parts on
the beam.
19. Pull yourself across the
beam using just your
hands.
20. Kneel on one knee,
then stand up.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
184
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Instructional Actions
Concepts
Skills
Activities/Strategies
What students will know.
What students will be able to do.
Technology Implementation/
Interdisciplinary Connections
21. Walk with a partner on
the beam.
22. Exchange places with
your partner on the
beam, without falling
off.
M. Challenges and Activities of a
General Nature for the
Equipment
1.
2.
3.
4.
5.
6.
7.
8.
9.
See how many ways
you can move from one
side of the equipment to
the other.
Move across the
equipment using just
hands.
See how many ways
you can move over a
piece of equipment.
Find new ways to get to
the top of a piece of
equipment.
Play follow the leader
on the equipment.
Move across the
equipment while always
touching another
person.
Move across the
equipment backward.
Move across the
equipment sideways.
Move across a piece of
equipment on your
stomach.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
185
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
10. Move across a piece of
equipment on your back
using arms and legs.
11. Using one piece of
equipment, see how
many body parts you
can have touching it
while moving from one
side to the other.
12. One which pieces of
equipment can you pull
yourself up?
13. See if you can climb a
piece of equipment
using just your hands.
14. Climb down head first.
15. Climb without using
your feet.
16. Swing from any piece of
equipment.
17. Swing from two hands;
one hand.
18. Swing from your knees.
19. See how many pieces
of equipment you can
crawl underneath.
20. Crawl from on piece of
equipment.
21. Crawl up or over a
piece of equipment.
22. See how many ways
you can hang from a
piece of equipment.
23. Hang upside down
without using hands.
24. Hang using one hand.
25. Find a way to hand
without using hands.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
186
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
26. Hang using one hand
and leg.
27. Hang from your knees.
28. See how many pieces
of equipment on which
you can balance.
29. Balance on 1, 2, and
then 3 parts of your
body.
30. Balance on different
body parts.
31. Balance yourself so that
half of your body is on
one side of the
equipment and the
other half is on a
different side.
32. Balance your body so
that you are on two
pieces of equipment.
33. Use the equipment to
make your body tall and
big; short and small.
34. Find different ways of
being higher than a
piece of equipment.
35. Move under a piece of
equipment without
touching it.
36. Find different ways of
being higher than a
piece of equipment.
37. Make your body into the
same shape as the
equipment.
38. Curl around the
equipment.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
187
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
39. Curl up on a piece of
equipment; curl under a
piece.
40. Make your body
perpendicular to,
parallel to, the
equipment.
41. Make a letter of the
alphabet using your
body and a piece of
equipment.
42. Make a letter while
hanging on the
equipment.
43. Pretend you are
different animals
moving on the
equipment.
44. Make a bridge with your
body between two
pieces of equipment.
45.Make your body cover as
much of the equipment
as possible; as little as
possible.
46. See how many pieces
of equipment you can
touch at the same time.
47. Position your body on a
piece of equipment so
that your hands and
feet are pointing to the
ground.
48. See how many different
ways you can touch the
equipment.
49. Using your body, make
a bridge between two
pieces of equipment.
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
188
Whittle (Cont.)
Core Content Objectives
Cumulative Progress
Indicators
Concepts
Skills
What students will know.
What students will be able to do.
Instructional Actions
Activities/Strategies
Technology Implementation/
Interdisciplinary Connections
50. Pull yourself up from a
lying position using only
your hands.
51. Stretch your body on
the equipment several
ways.
52. Using one piece of
equipment, see how
many body parts you
can have touching it
while moving from one
side to the other.
53. See how many chin-ups
or pull-ups you can do
on a piece of
equipment.
N. Obstacle Course
Assessment
Check Points
PHYSICAL EDUCATION GRADES K-5
189
Whittle (Cont.)
Resources: Essential Materials, Supplementary Materials, Links to Best Practices
Instructional Adjustments: Modifications, student
difficulties, possible misunderstandings
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993
Age Appropriate Skills and Fundamentals
Centers for Disease Control and prevention. (2006). Physical Education Curriculum Analysis Tool.
Atlanta, GA: Author.
Consult IEPs and 504 Plans to Differentiate Instruction
National Association for Sport and Physical Education. (2004). Moving into the Future: National
Standards for Physical Education. Reston, Virginia: American Alliance for Health, Physical
Education, Recreation, and Dance.
Utilize Peer Tutors
New Jersey State Department of Education. (2009). Core Curriculum Content Standards in
Comprehensive Health and Physical Education Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Modify games and contests
st
st
Partnership for 21 Century Skills. (2005).Framework for 21 Century Learning. Online:
http://www.21stcenturyskills.org
Lee, Amelia M., Thomas, Jery R., Thomas, Katherine T. Physical Education for the Elementary
Teacher(2nd Edition), Human Kinetic Publishers (2007)
Stillwell, Jim M., Willgoose, Carl E., Physical Education Curriculum, Waveland press, Inc.(2005)
Teaching Elementary Physical Education: Strategies for the Classroom Teacher(2006).
Peter; Martin, Ellen. Benjamin-Cummings Publisher.
Hastie,
Sports Foundation for Elementary Physical Education: A Tactical games Approach(2003). Mitchell,
Stephen; Orlin, Judith; Griffin, Linda.
Dynamic Physical Education for Elementary School Children – 15th Edition(2006). Pangrazi, Robert P.
Benjamin-Cummings Publishing Co.
Kirk, MacDonald, O‟Sullivan (2008), Handbook of Physical Education, Sage Publications.
Poppen, Jerry D. (2002), 201 Games for the Elementary Physical Education Program, Parker
Publishing.
JOHPERD, Journal of Physical Education, Recreation and Dance.
AAPAR, American Association for Physical Activity and Recreation.
AAHPERD, American Association of Physical Education, Recreation and Dance
www.pecentral.org
www.aahperd.org
www.sportime.com
Internet Resources and Websites
Selective groups and partners
PHYSICAL EDUCATION GRADES K-5
APPENDICES
190
PHYSICAL EDUCATION GRADES K-5
APPENDICES
ARCHERY
I.
Introduction
Archery offers opportunities to develop individual skills in a self-competitive setting. Emphasis is
placed on the fundamentals, including scoring, etiquette and safety, utilizing high success,
confidence building techniques.
II.
Fundamental Skills
*A.
*B.
*C.
*D.
*E.
*F.
*G.
H.
III.
Stance
Grip
Nock
Draw-Anchor
Aim
Release
Follow Through
Retrieving Arrows
Terminology
A.
Parts of Arrow
1.
2.
3.
4.
5.
6.
B.
Shaft
Pile or point
Fletching
Crest
Nock
Index feather
Parts of Bow
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Upper limb
Lower limb
Back
Face
Arrow rest
Grip
Tip
String
Serving
Nock set or nock locator
*These minimum skills must be taught in this unit.
C.
Steps to Shooting
1.
2.
3.
4.
5.
6.
Stance
Grip
Nock
Draw
Anchor
Release
191
PHYSICAL EDUCATION GRADES K-5
7.
D.
E.
F.
G.
H.
IV.
Follow through
Retrieve
End (flight)
Target
Finger Tab
Arm Guard
Safety
A.
B.
C.
D.
*E.
*F.
*G.
H.
*I.
*J.
V.
APPENDICES
Equipment should be checked daily.
Proper bow stringing should be checked each class.
Arm guards must be used.
Shooters should not wear loose clothing or jewelry.
Always point arrows toward target-even when nocking.
Shoot only on signal.
Never step over shooting line until told to retrieve arrows.
Watch for rebounding arrows.
Never draw an unloaded bow.
Do not draw bow back.
Evaluation
A.
B.
C.
Skills Test
Written Test
Observation-Use a check-off sheet to evaluate students on:
1.
2.
3.
4.
5.
6.
Stance
Grip
Nock
Draw
Anchor
Release
This can be done during skills test.
VI.
References
American Alliance for Health, Physical Education, Recreation and Dance
(AAHPERD). Archery, A Planning Guide for Group and Individual Instruction,
Waldorf, MD: 1975.
Crisfield, D.W. Pick-Up Games, New York: Facts on File Inc., 1993.
VII.
The Archery Unit Meets the New Jersey Core Content Curriculum Standards
A.
Standard 2.5
1.
The following CPI's are included
a)
b)
c)
#1
#2
#3
192
PHYSICAL EDUCATION GRADES K-5
d)
e)
f)
B.
APPENDICES
#4
#5
#6
Standard 2.6; CPI 4
VIII. The Following Cross-Content Workplace Readiness Standards Apply
A.
B.
C.
#3
#4
#5
*Emphasize these safety rules with the students.
193
PHYSICAL EDUCATION GRADES K-5
APPENDICES
194
BALANCE EQUIPMENT
I.
INTRODUCTION
Balance is an essential component of the successful performance of any physical skill. Students will
develop balance skills utilizing a variety of equipment. Students should be shown how the use of
outstretched arms and changing your center of gravity by lowering the hips can help adjust your
balance. Examples of surfers and skateboarders can be used.
II.
FUNDAMENTAL SKILLS
A.
Low Balance Beam
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
B.
Balance Board
1.
2.
3.
4.
5.
6.
7.
8.
C.
Kneel on board-turn around
Rock from side to side
Turn around while standing
Stand-touch toes
Jump up and land on board
Balance on one foot
Stand on one foot-hop
Jump-1/4 turn, 1/2, 3/4, 360°
Barrel
1.
2.
3.
4.
5.
6.
7.
8.
9.
D.
Touching heel against toe (forward and backward)
Sideways-down and back
Walk halfway-turn around -walk back
Turns 1/4,1/2, 3/4, 360°
Walk down and back-looking at wall (forward and backward)
Close eyes-down and back (forward and backward)
Hop the length of the beam-switch feet
Jump to beam from mat-two feet, one foot
Walk the length of the beam-crab position, bear position
Squat down-stand up
Sit on beam-long way-pick up feet, then hands
Hands on barrel-hop over
Fish flop
Forward roll
Crawl in and out
Turn around while inside of barrel
Straddle jump-hands between feet
Cartwheel
Round-off
Slide on stomach and spin around top of barrel
Teeter-Totter
1.
2.
Kneel down next to it, place hands where feet go; show students rocking motion
Stand on the end of the mat first-slide one foot to other end (keep weight directly over
board)
PHYSICAL EDUCATION GRADES K-5
3.
E.
Proper hand grip, using the underarm to keep the stilts close to the body
Keep weight and center of gravity directly over stilts
10 Foot Rope-2 Inches Thick
1.
2.
J.
Jump up and down
Knee drop
Seat drop
Jump turn 1/4, 1/2, 3/4, 360°
Forward roll
Run, seat drop to standing position
Jump around tube part only-form a circle
Adjustable Height Stilts-Show Proper Technique
1.
2.
I.
Proper hand grip
Step up
Keep weight straight up and down, do not lean forward or backward
Jumpin' Jimmy
1.
2.
3.
4.
5.
6.
7.
H.
Hand grip
Foot hold
Go up hand over hand-come down hand under hand-(do not let students slide down)
Pogo Stick
1.
2.
3.
G.
Slowly shift weight from side to side
Rope Climb
1.
2.
3.
F.
Place in curved position to prevent rolling
Walk down and back
Flying Turtle (Roller Racer)
1.
2.
Weave in and out of cones
May go anywhere in designated area
K.
Lolo Ball (Pogo Ball)
L.
Hoppity Hops
M.
Duck Walker
N.
Whittle Ladder-Inclined
1.
2.
3.
O.
APPENDICES
Climb on top
Climb on sides
Climb up sideways
Whittle Bridge (Rainbow)
195
PHYSICAL EDUCATION GRADES K-5
1.
2.
3.
4.
APPENDICES
Move across the top from one side to the other
Crab walk across the top
Go across the bottom without touching the floor
Go across the bottom using hands and feet
P.
Ball Hop (Skip it)
Q.
Stabiball
R.
Slide and Roll-2" x 10' z 6' board with tube of cardboard
1.
2.
Two children sit on board
Child back passes tube to child in front to keep moving
S.
Buddy Walker-two person skis
T.
Buddy Walker for four-2" x 4" x 7' Team Walker
U.
Cross Country Skiing-use inverted rugs on feet
V.
Plastic Domes Stepping Stones
1.
2.
Use different patterns
Place on top of poly spot or mat
W.
Golf Tube Balance on Hand
X.
Golf Tube Balance with Balloon
Y.
Wooden Spoon and Egg
Z.
Potato Sacks
AA. Flip Stick Jr.
III.
Activities
A.
B.
C.
D.
E.
IV.
Obstacle Course
Relays
Body Parts-On Certain Equipment
Stations
Hoppity Hop Rodeo
Safety
A.
B.
C.
D.
All Skills should be Performed on Mats
Check Equipment Each Period
Have Spotters on Every Piece of Equipment
Emphasize Head and Neck Spotting
196
PHYSICAL EDUCATION GRADES K-5
V.
Evaluation
A.
B.
VI.
APPENDICES
Skills Test on Each Piece of Equipment
Teacher Observation
References
Godwin, William. Balance Equipment.
VII.
The Balance Unit Meets the Following Core Standard
A.
Standard 2.5
1.
The following CPI's are included
a)
#1
b)
#2
c)
#3
d)
#4
e)
#5
f)
#6
VIII. The Following Cross-Content Workplace Readiness Standards Also Apply
A.
B.
C.
#3
#4
#5
197
PHYSICAL EDUCATION GRADES K-5
APPENDICES
198
BALL UNIT
I.
Introduction
The students will be quizzed through a series of challenges using balls of different size and texture.
While developing tactile senses the end result will be the discovery of the proper mechanics of ball
skills, the development of hand eye coordination, visual tracking, and balance.
II.
Fundamental Skills
A.
B.
C.
D.
E.
III.
Balancing
Bouncing
Catching
Kicking
Passing
F.
G.
H.
I.
Punching
Pushing
Spinning
Throwing
Activities
A.
Ball and Your Body
1. Sit on ball, lie on your stomach, on your back (try to balance yourself).
2. Sit on ball, both hands over your head, lift leg up; switch; now both.
3. Sit on ball, hands on the side of it, and hop around the gym (no hands). Knees on floor.
(Hoppity hop).
4. Lie on ball, roll around the gym (stomach and back); spin around (stomach and back).
Sneakers to chin-heels to back of head.
5. Sit on the ball, hands on the floor behind you, feet pointing to the ceiling.
6. Sit on the ball and spin around without falling off (use your hands and arms as wings of a
plane, hands on knees).
7. Sit on ball, bounce up an down, spin around.
8. On one knee, other foot straight out, roll the ball in a figure 8.
9. Put the ball under your stomach or chest, and spin around the gym. Spin with the ball under
other parts of the body.
10. Put the ball between your feet and duck walk around (stand-feet) (seal walk).
11. Stand up, put the ball between your knees and walk, jump, run around the gym. All fours,
ball between knees (crab position).
12. On all fours, push the ball with your head, nose, and chin; blow the ball.
13. Sit on the ball, walk around on your knees. Hands can't touch the ground.
14. Spin the ball on the ground-spin it so the ball come back to you.
15. Sit legs crossed-throw ball up and catch it (eyes closed).
16. Sit with legs out straight, push ball around body, legs in V-shape (eyes closed.)
17. Lie down, put your feet straight up in the air, and push the ball around your body.
18. Lie down, throw the ball straight up and catch it.
19. Lie down, put your legs in the air, spread them apart; now throw the ball up an catch it
between your feet.
20. Sit legs crossed and bounce the ball around your body (eyes closed)
21. Lie down, hold the ball between your feet, raise your feet over your head and touch the floor
behind your head; then bring it back to the floor in front of you.
22. Lie down, hold the ball between your feet, raise your feet over your head, drop the ball, and
try to catch it.
23. Make a bridge over the ball-five different ways.
24. Do a sit-up with the ball held of your head; stretch out and touch your toes with the ball.
25. Roll the ball forward and backward with your toes.
26. On all fours, knees up (crab position) push the ball around with the body.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
199
27. On all fours, ball in front of your knees, hands in front of ball, push the ball around the gym.
28. Put the ball on the ground, squeeze it between the feet and walk it around the gym.
29. Push the ball around the gym with your feet (dribble). When you hear the whistle, put your
foot on top of the ball and stop it.
30. Roll the ball and tackle it so it doesn't squirt out.
31. Put the ball on your head and let it roll down your back and catch it with your arms behind
you ( too hard for first graders).
32. Roll the ball on the lines around the gym-fast, slow-with different parts of your body.
33. Sit down, legs straight out (closed); put the ball on your legs, balancing it, and move forward
and backward using hands only.
34. Same as #34 above, but spin around both ways.
35. Roll the ball. You can't stop it until you get in front of it. (Different parts of your body)
36. Kick the ball against the wall and catch it.
37. Egg Walk-balance the ball in the palm of your hand, arm straight, elbow locked; run, walk
(stand, kneel, sit, lie down).
38. Walk around and balance the ball in as many different ways as you can (finger, stomach,
back, mouth).
39. Lie with stomach on ball an droll to side, to back, to side, to stomach.
40. Pin the ball against the wall with your body and walk it around the gym without using your
hands (different parts of the body).
41. Roll the ball and try to sit on it without using your hands.
42. Spin the ball as fast as you can; then try to sit on it without using your hands.
43. Standing, raise on knee; pass the ball from one hand to the other (make a circle around one
individual knee).
44. While walking, pass the ball under the knee-then the other.
45. Jump up and pass the ball under both knees.
46. Do the Egg Walk-but run slowly; when you hear the whistle, try to stop with the ball falling.
47. Roll the ball, run after it, pick it up and keep running without falling or losing the ball.
48. Stand up, make the ball go around your body without touching your body.
49. Hold the ball with one finger on your toe and walk around the gym (run with whole hand on
the ball).
50. Crab position, place the ball on your stomach and walk it around the gym.
51. Balance on the ball with both knees and hands at the same time.
52. Bend your knee, put the ball under it and hop around on one foot (front of leg and behind).
Too hard for first graders.
53. Inch worm-with ball pinned under your knees.
54. Stand, pin the ball behind your knees, jump around the gym, (squat on the ball), bunny hop
on hands and knees.
55. Staying on one spot, balance the ball on different parts of your body while changing levels
(high, medium, low).
B.
Throwing and Catching
1.
2.
3.
4.
5.
6.
Stand up, feet in cement, throw the ball up and catch it.
Throw the ball up; run under it and catch it.
Throw the ball against the wall and catch it on one bounce; in the air; a new way.
Hop, skip, jump while throwing and catching the ball.
How many times can you clap your hands and catch the ball?
Throw the ball in the air, spin around, and catch it. Spin 1/2 way around. (First graders-let it
bounce, catch it).
7. Walk around the gym and throw the ball up; catch it one handed, switch hands. Ping pong.
8. Can you do a stunt while the ball is in the air and still catch it?
PHYSICAL EDUCATION GRADES K-5
APPENDICES
200
9. Put the ball between your feet on the floor; pick it up with your feet while standing and catch
it in your hands.
10. Throw the ball up and catch it with your arms, elbows; cross your arms.
11. Throw the ball up and punch it-(once, twice, etc.) then catch it; paddle, elastic, red ball.
Bounce-punch, catch.
12. Throw the ball up with your left hand and catch it with your right hand.
13. Throw the ball against the wall; spin around and catch it on one bounce; then catch it before
it bounces.
14. Stand on one foot, throw the ball up,-catch it and switch feet.
15. Walk around, bounce the ball off your knee and catch it.
16. Throw the ball up and catch it behind your back.
17. Throw the ball up and hit it with your head-once, twice.
18. With one hand, hit the ball up as many times as you can; switch hands; two hands; use
hands as paddles.
19. Punch the ball as many times as possible (two ways).
20. See how high you can throw the ball and still catch it. How long?
21. Shooting baskets-one handed, two handed, underhanded.
22. Throw the ball up, touch toes, knees, slap thighs and catch the ball.
23. Throw the ball up, let it bounce once and catch it-twice-as many as possible. Up to 10, back
to 1.
24. Throw the ball up, do morning clean up (wash hands, face, put on shoes, brush teeth, comb
hair, etc.); let the ball bounce; catch it. Repeat without bounce.
25. Throw the ball against the wall and hit a certain spot.
26. Throw the ball against the wall and catch it in the air, on one bounce, with eyes closed.
27. Stand about one foot away from the wall and dribble the ball against the wall one-handed;
switch hands; two-handed.
28. Throw the ball up, then jump into the air and catch the ball before your feet hit the ground.
29. Throw the ball into the air, clap your hands behind you, front and back; catch it.
30. Throw the ball up. You must be seated before you catch it; lie on your back to catch it.
31. Throw the ball against the wall, clap hands, and catch the ball.
32. Put the ball behind you, throw it up and over your head and catch it in front of you.
33. Stand back facing the wall, throw the ball over your head backwards against the wall and
catch it without turning around.
C.
Bouncing and Catching
1. Yo-Yo Ball-dribble the ball and walk it around the gym (use left hand-right hand-two hands).
2. Standing, bounce the ball around your body-feet are in cement.
3. Bounce the ball and make a circle by walking around the ball; use your other hand; go the
other way.
4. Bounce the ball once and catch it-2, 3, 4, 5 times.
5. Bounce the ball with both hands, forward and backward.
6. Left, right, left, right: alternate hands as many times as possible without missing.
7. See how low you can bounce the ball; high, medium.
8. How long can you get and keep the ball bouncing?
9. Try to get up and keep the ball bouncing.
10. Bounce the ball and look away; close your eyes. Kneeling first, then standing.
11. Hop, jump, and skip while bouncing the ball.
12. Bounce the ball-see how many times you can clap your hands and still catch the ball.
13. Throw the ball in the air-let it bounce, turn around and catch it.
14. Bounce the ball; run all the way around it before it bounces again.
15. Bounce the ball and swing your legs over it. Both legs, switch hands.
PHYSICAL EDUCATION GRADES K-5
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
D.
APPENDICES
201
Walk on your knees and bounce the ball.
Bounce the ball, punch it, and catch it on the first bounce.
Bounce the ball and try to jump over it.
Bounce the ball while standing. Without stopping, kneel, sit, and then lie down.
Reverse the above procedure.
Dribble the ball around the gym, following the lines.
Bounce the ball and catch it one-handed; switch hands-two-handed.
Bounce the ball with your elbow, chin, and head; with a different part of your body.
Bounce the ball around the gym without hitting any lines while running.
Run, skip, and hop while bouncing the ball.
Put the ball on the floor in front of you; try to bounce it by slapping at it; keep it going.
Bounce the ball; run underneath it and catch it behind your back.
Bounce the ball as high as you can, duck under it, let it bounce again, duck under it again,
etc.
Bounce the ball off one knee, then the other knee, keeping the ball in the air as long as
possible.
Bounce the ball and try to catch it between your feet.
Bounce the ball and try to get it into the basket.
Dribble the ball, spin around and keep it going.
Dribble the ball at all times; never stop unless you hear the whistle. Ask children to do
various things while dribbling. Ex. touch something the color yellow; touch something made
of wood; touch something in the shape of a rectangle etc.
Ball Movement with Partners
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
Sit down, feet in V-shape; roll ball to partner between V; eyes closed.
Sit down, bounce the ball to your partner.
Sit down, throw the ball in the air to partner.
Standing, roll the ball to partner; bounce it.
Standing, throw the ball in the air to partner. See if you can get to 10.
Throw the ball so your partner has to move to catch it.
Partners hold hands; dribble ball with free hand between them.
One person throws the ball against the wall; the other catches it.
Do a two-handed bounce-pass to your partner; one-handed; switch hands.
Play Catch-take a step back after each catch until you miss or can't reach your partner.
Roll ball to partner, pick it up and throw back-baseball shortstop.
Walk alongside your partner and throw ball back and forth to each other; increase speed.
One partner stands with feet apart; the other one tries to roll the ball between her/his legs.
Use two balls; exchange them by rolling, bouncing, throwing in the air; sitting or standing.
Bowl the ball between partner's legs while the partner tries to catch the ball between feet
without the ball popping out.
Bowl the ball between the partner's legs; when ball is almost between the legs, try to sit down
on the ball; no hands on the ball.
Throw the ball to partner; who must catch the ball with arms, not hands.
Throw the ball to partner; catch it with one hand; one hand and body.
Throw the ball to partner and catch it with elbows-a different part of your body (arms
crossed).
Tug of War-both sitting on ball, knees off the floor; two-handed-one-handed.
Throw the ball to partner who tries to hit it back with her/his head; punch it back and forth.
Both partners try to sit on the ball four different ways.
Throw the ball toward each other and try to hit each other.
Roll the ball toward each other and try to hit each other.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
202
25. Follow the Leader-Leader has the ball; follower has fingertips on the ball and eyes closed;
leader walks the follower around the gym; high-low, forward-backward.
26. Hold the ball stomach to stomach and walk it around the gym; try a different way-back to
back, head to head.
27. Big circle-start back to back, the ball over your heads. Pass ball over heads, through legsfast.
28. Bounce the ball to your partner, who must catch the ball between the legs.
29. Both partners bounce the ball as high as they can; each must catch the other's ball.
30. Sit, V-shaped, roll the ball around both bodies at the same time.
31. Throw the ball against the wall; each must catch the other's ball on the first bounce.
32. Follow the Leader-use two balls instead of finger tips.
33. Hold hands and dribble two balls around in a circle.
E.
Obstacle Courses
F.
Relays
G. Body Parts
H.
IV.
Safety
A.
B.
C.
V.
Make sure all balls are properly inflated
Never stand on any type of ball
Never throw or kick a ball at another student
Evaluation
A.
B.
VI.
Dribble Tag
Skills test
Teacher observation
References
Godwin, William. Movement Exploration With Balls.
VII. The Ball Unit Meets the Following Core Standards
A.
Standard 2.5
1.
The following CPI's are included
a)
b)
c)
d)
e)
f)
B.
#1
#2
#3
#4
#5
#6
Standard 2.6
1.
The following CPI's are included
PHYSICAL EDUCATION GRADES K-5
a)
b)
APPENDICES
#1
#2
VIII. The Following Cross Content Work Place Readiness Standards Also Apply
A.
B.
C.
#3
#4
#5
203
PHYSICAL EDUCATION GRADES K-5
APPENDICES
204
BALLOON ACTIVITIES
I.
Introduction
Balloons can be used to provide interesting movement experiences that give practice for hand-eye
coordination in particular. Keeping a balloon afloat is a valuable challenge since the activity is within
reach of all students. Success can be achieved with balloons when the students are not quite ready
for ball skills.
II.
Fundamental Skills
A.
Individual
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
B.
Free exploration so children have a chance to gain a sense of the balloon's flight.
Hit the balloon into the air using the top of your hand, right, left, alternate.
Hit the balloon into the air using the palm of your hand, right, left, alternate.
Balance the balloon on the top of your hand. Now do the same on your palm. Do this in a
stationary position and while walking.
Balance the balloon on various body parts (finger, nose, chin, knee, head, etc.)
Keep the balloon in the air using chicken wings only. (elbows)
Keep the balloon in the air using your knees only. Stress using knees, not feet.
Keep the balloon in the air using your head only.
Keep the balloon in the air using volleyball passes. (underhand, overhead, serve)
In crab position, walk and keep balloon on stomach.
Sit down and keep balloon in air by blowing on it.
Punch the balloon and jump up and hit it again.
Tap the balloon back and forth in front of face.
Establish sequence to keep balloon in air.
Example:
head, hand, knee
hand, finger, shoulder
Walk the balloon-place arms out to the sides. Begin with balloon-place arms out to the
sides. Begin with balloon on top of one hand. "Walk" it up the arm, over the head and down
to the other hand. Go back to starting position.
Sit down and punch balloon into air. Punch underhand and overhand. Do the same from
kneeling and standing position.
Use a badminton racket or stocking paddle to hit balloon into air.
Keeping one foot in place, pivot and keep balloon in air.
Hit the balloon into air, bend down and touch the floor. Return to standing position before
hitting balloon again.
Bounce the balloon from finger to finger on each hand.
Partner Activities
1.
2.
3.
4.
5.
6.
Hit one balloon back and forth using hands. Try with two balloons-use different colors.
Hit balloon to partner who must return it using another body part.
Hot one balloon back and forth using a badminton racket or stocking paddle.
Play baseball. One partner pitches and the other hits the balloon using his/her arms as a
bat.
One partner lays down, the other drops the balloon to the partner who must try to hit it back
to his/her partner.
Play game: partner "keep it up" for 2-4 minutes to be utilized as a cardiovascular activity
PHYSICAL EDUCATION GRADES K-5
III.
BLAST OFF-a good way to get rid of balloons at end of day! All students line up at a designated
area of the gym. On the signal from the teacher, everyone counts backwards from 10-0. After 0,
everyone yells "Blast Off". At this time, all students run to another designated line in the gym
and sit down on the balloons to pop them. When the balloon pops, the child can return to the
starting line.
Safety
A.
B.
C.
V.
Do not over inflate balloons.
Be sure area is large enough for all students to actively participate.
Do not force children to participate in game activities.
Evaluation
Teacher Observation of Skills
VI.
References
Dauer, Victor P., and Robert Pangrazi. Dynamic Physical Education for
Elementary Children, 7th Edition, Burgess Publishing Co., 1983.
IV.
The Balloon Activities Unit Meets the Following Core Standards
A.
Standard 2.5
1.
B.
V.
205
Activities
A.
IV.
APPENDICES
Included are the following CPI's
a)
#1
b)
#2
c)
#4
e)
#5
f)
#6
Standard 2.6; CPI 4
The Following Cross-Content Workplace Readiness Standards Also Apply
A.
B.
C.
#3
#4
#5
PHYSICAL EDUCATION GRADES K-5
APPENDICES
206
BEACH BALL ACTIVITIES
I.
Introduction
Beach balls can be used to provide interesting movement experiences that give practice for eye-hand
coordination, throwing, catching, and striking skills. Beach balls can be used as a motivational tool
which allows many children to easily meet with success.
II.
Fundamental Skills
A.
B.
C.
III.
Throwing
Catching
Striking
Activities
A.
Individual
1. Toss to self and catch.
2. With fist, hit and catch.
3. Tap in air (using fingertips), keep above head.
4. Head ball.
5. Keep ball in air using knees.
6. Alternate hits-head to hand.
7. Alternate hits-head to knee.
8. Hit with flat hand.
9. Hit with top of hand.
10. Alternate hits with top of hand and palm.
11. Keep ball in air with elbow.
12. Toss the ball against wall and catch.
13. Toss ball in air, spin around and catch it.
14. Toss ball in air, sit down and catch it.
15. Toss ball in air, clap hands as many times as possible before catching it.
B.
Partner Activities
1.
2.
3.
4.
5.
6.
IV.
Have a catch. Alternate height of beach ball.
Hit ball to partner who catches it and returns it with a hit.
Use volleyball bump and pass to partner.
Use volleyball overhead pass to partner.
Use volleyball serve to partner.
Play partner game "keep it up" for 2-4 minutes to utilize as a cardiovascular activity.
Safety
A.
B.
C.
D.
Allow ample room between students for all activities.
Remove all sharp objects from area.
Designate area for each student to stay in.
Have extra beach balls on hand.
PHYSICAL EDUCATION GRADES K-5
V.
APPENDICES
Evaluation
Teacher observation of students‟ skills during classroom situation.
VII.
The Beach Ball Activities Unit Meets the Following Core Standards
A.
Standard 2.5
1. Also included are the following CPI's
a)
b)
c)
d)
e)
f)
B.
#1
#2
#3
#4
#5
#6
Standard 2.6; CPI 4
VIII. The Following Cross-Content Workplace Readiness Standards Also Apply
a)
b)
c)
#3
#4
#5
207
PHYSICAL EDUCATION GRADES K-5
APPENDICES
208
BASKETBALL
I.
Introduction
Basketball is a team sport that utilizes many basic motor skills and functions. Emphasis at the
elementary level is placed on basic skills of shooting, passing, catching, dribbling, and safety. Games
are modified to the skill level of the students.
II.
Fundamental Skills
*A.
Dribbling
1.
2.
*B.
*C.
D.
E.
III.
Stationary
Moving
Passing/Catching
Shooting
Rebounding
Defense
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
V.
Dribble
Cross Over
Change of Pace
Whirl
Discontinue
Double Dribble
Pass
Bounce Pass
Chest Pass
Outlet Pass
Shot
Lay Up
Jump Shot
Foul Shot
Hook Shot
Bank Shot
Backboard
Rebound
Box Out
Defense
Zone
Man to Man
*These minimum skills must be taught in this unit.
W.
X.
Y.
Z.
AA.
Center
Forward
Guard
Up and Down
Walking/Traveling
PHYSICAL EDUCATION GRADES K-5
APPENDICES
BB. Pivot
IV.
Activities
A.
Dribbling
1.
Stationary
a.
b.
c.
d.
e.
f.
g.
h.
i.
2.
Moving
a.
b.
c.
d.
e.
B.
Lay-up
Jump shot
One-handed push shot
Hook shot
Bank shot
Foul Shot
1.
2.
3.
F.
Basics
Relays
Shooting
1.
2.
3.
4.
5.
E.
Two-handed bounce pass
Two-handed chest pass
One-handed baseball pass
Two-handed over the head outlet pass
Passing By 2's Down and Back (No Dribbling)
1.
2.
D.
right-handed, down and back
left-handed, down and back
cross over
whirl, 2 down-2 back
change of pace
Passing/Catching
1.
2.
3.
4.
C.
right-handed
left-handed
cross-over
around the body
circle leg over ball
figure "8"
kneel, sit, and lie down
catch between legs
don't look
One-handed push
Two-handed underhand
Two-handed push
Rebounding
209
PHYSICAL EDUCATION GRADES K-5
1.
2.
3.
G.
Boxing-out (position)
Rebound outlet
Rebound lay-up
Defense
1.
2.
3.
H.
Stance-position of body
Player-to-player
Zone
Lead-Up Games
1.
2.
3.
4.
5.
Pepsi Hot-Shot Contest
Out or Horse
Around the World
2 on 2, 3 on 3
Sideline basketball or 2 on 2, 3 on 3, 4 on 4, depending on number of baskets available
a.
b.
6.
V.
stress team work
call fouls closely
Knock out
Safety
A.
B.
C.
VI.
APPENDICES
Warm-up before activity
Stress non-contact aspect of sport
Keep fouling to a minimum by calling closely
Evaluation
A.
B.
C.
Skills test
Written test
Teacher observation of student skills and knowledge in class situations
VIII. References
Crisfield, D.W. Pick Up Games. New York: Facts on File Inc., 1993.
Dauer, Victor P., and Robert P. Pangrazi. Dynamic Physical Education for
Elementary School Children, 7th Edition, Minneapolis, MN: Burgess
Publishing Co., 1983.
Educational Research Council of America Physical Education Program,
(ERCAPEP). Charles E. Merrill Publishing Co., Columbus, OH, 43216.
Fox, Robert A. Basketball-The Complete Handbook of Individual Skills,
Englewood Cliffs, New Jersey: Prentice Hall, 1988.
Garfunkel, Howard. Five Star Basketball Drills, Indianapolis: Masters Press,
1988.
210
PHYSICAL EDUCATION GRADES K-5
APPENDICES
Krause, Jerry V. Basketball Skills and Drills, Champaign, Illinois: Leisure Press,
1991.
Marcus, Howard. Basketball Basics, Chicago, Illinois: Contemporary Books,
1991.
Miller, Faye Young. Winning Basketball For Girls, NY: Facts on File Inc., 1992.
VIII. The Basketball Unit Meets the New Jersey Core Content Curriculum
Standards
A.
Standard 2.5
1.
The following CPI's are included
a)
b)
c)
d)
e)
f)
B.
IX.
#1
#2
#3
#4
#5
#6
Standard-2.6; CPI 4
The Following Cross Content Workplace Readiness Standards Apply
A.
B.
C.
#3
#4
#5
211
PHYSICAL EDUCATION GRADES K-5
APPENDICES
212
BEAN BAGS
I.
Introduction
Bean bags are an inexpensive teaching tool which can be used effectively to reinforce perceptual
motor abilities. They provide a good introduction to throwing and catching skills for primary level
children and should precede instruction with balls. All parts of the body can be brought into play with
bean bag activities.
II.
Fundamental Skills
A.
B.
C.
D.
E.
F.
III.
Throwing
Catching
Tossing
Agility
Balance
Use of body parts
Activities
Bean bag activities are limited only by the imagination. They can be substituted for balls and other
equipment, added to locomotor movements, and used with rhythmics and apparatus. Below is a
comprehensive, but by no means exhausting, list of activities that can be done with bean bags.
A.
Individual activities
1. Throw the bean bag upward with an underarm throw and catch it;
a.
b.
c.
d.
e.
f.
g.
Throw with two hands; catch with two hands
Throw with right hand; catch with two hands
Throw with left hand; catch with two hands
Throw with right hand; catch with right hand
Throw with left hand; catch with left hand
Throw with right hand; catch with left hand
Throw with left hand; catch with right hand
2. Toss the bean bag progressively higher
3. Toss the bean bag from side to side in front of body
a.
b.
c.
Lengthen distance
Shorten distance-quick passes
Eye-track the bean bag without moving head
4. Toss the bean bag up as in #1 and flip it 1/2 turn and catch it:
a.
b.
c.
d.
e.
f.
Two hands palms up
Right hand palm up
Left hand palm up
Two hands palms down (catch on backs of hands)
Right hand palm down
Left hand palm down
PHYSICAL EDUCATION GRADES K-5
APPENDICES
213
5. Hold the bean bag in one hand and make large arm circles (windmill), release the bag so it
flies upward, and catch it. Change hands.
6. Throw the bean bag above your head, jump and catch it at the highest possible point.
7. Toss the bean bag up and catch it with hands behind back.
8. Toss it up from behind back and catch it in front.
9. Hold the bean bag in one hand with arm extended straight above head level. Release the
bean bag and catch it with the same hand before it touches the floor. Change hands.
10. Do the same, releasing it in front of body.
11. Toss the bean bag upward and forward, run to catch it.
12. Do the same sideways.
13. Toss the bean bag up and close your eyes to catch it.
14. Throw the bean bag above head, clap hands, and catch it:
a.
b.
c.
Clap two times
Clap as many times as possible
Clap hands around different parts of the body
15. Toss the bean bag up and perform carious pretend activities before catching:
a.
b.
c.
d.
Comb hair
Wash face
Brush teeth
Shine shoes, etc.
16. Toss the bean bag up and touch different parts of the body before catching:
a.
b.
c.
d.
Toes
Knees
Thighs
Touch two different body parts
17. Toss the bean bag from one position and catch from another:
a.
b.
c.
d.
e.
Standing-sitting
Standing-kneeling
Standing-lying
Kneeling-sitting
Kneeling-lying, etc
18. Place bean bag on head, tilt head forward and catch it with hands:
a.
b.
c.
Catch it with knees
Catch it with feet
Tilt head back-catch with hands
19. Toss the bean bag up and catch with different parts of body:
a.
b.
c.
d.
Knee
Foot
Head
Shoulder
20. Bend, reach between legs and toss bean bag onto back and shoulders.
21. Reach on hand over the shoulder and catch with the other hand behind the back. Change
hands.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
214
22. Drop the bean bag from one hand behind the back, and catch it with the other hand
between the legs.
23. Balance the bean bag on various parts of the body such as head, chin, shoulder, knee, foot,
wrist, elbow, etc.
24. Move around the area walking forward and backward, and sliding with bean bag balanced
on various parts of the body.
25. Change positions (sitting, standing, kneeling, lying) with bean bag balanced on parts of the
body.
26. Balance bean bag on instep of foot and swing leg forward and back. Change feet.
27. Sit with legs straight and hold the bean bag between feet. Lift legs up and back to touch the
floor with bean bag above head. Return to starting position.
28. Do the same, only drop bean bag above head-then pick it up with feet.
29. Balance the bean bag on stomach while doing a crab walk. On back with seal walk.
30. Throw two bean bags up at a time and catch one in each hand. Try some of the previous
activities using two bean bags.
31. Place the bean bag on the floor and perform the locomotor skills over and around it.
32. Place bean bag between the feet and jump forward. Between knees.
33. Put the bean bag between feet or ankles and jump into air, release the bag and catch it with
hands.
34. Pass the bean bag around waist, passing it from hand to hand in front and back. Change
direction.
35. Do the same with legs and head.
36. Pass the bean bag from hand to hand in a figure eight pattern, in and out, around the legs
at knee level.
37. Move the bean bag across the floor with different parts of the body -head, nose, shoulder,
knee, etc.
38. Do the same, moving in patterns-circle, square, etc.
39. Move bean bag around the body in sitting, kneeling, and lying positions.
40. Place the bean bag on the floor and build various bridges over it.
a.
b.
c.
41.
42.
B.
Using four body parts touching floor-(3 and 5)
Long bridge
High bridge, etc
Bend arm at elbow so hand is next to chin. Place bean bag on elbow. With a fast
downward motion, bring hand quickly down and catch bean bag before it falls to the floor.
Try it with one arm, then with both arms at the same time.
Place bean bag on instep of foot, bend and raise knee at the same time -tossing bean bag
into the air. Catch with hands. Do this with one foot, then the other.
Partner Activities
1.
Toss bean bag back and forth using two-hand throw.
a.
b.
c.
2.
3.
4.
5.
6.
Underhand
Overhand
Side arm
Throw back and forth at different levels.
Do one and two, using one hand. Change hands.
Throw with one hand, catch with the other. Change hands.
Throw to partner and call out which hand. He/she is to catch it with right, left, or both.
Throw to partner from different areas of the body-
PHYSICAL EDUCATION GRADES K-5
a.
b.
c.
d.
e.
f.
7.
8.
12.
C.
Increase distance
Change position to kneel
Foot
Knee
Elbow, etc
Slide bean bag to partner using different body parts.
Toss two bean bags back and forth:
a.
b.
c.
17.
18.
Both partners same movement
Partners using different movements
Do the same, moving bean bag in figure eight around partners.
Toss bean bag to partner, propelling with different parts of body:
a.
b.
c.
15.
16.
Run
Leap
Skip
Slide, etc
Stand back to back and move bean bag around both partners from hand to hand as quickly
as possible.
Do the same face to face:
a.
b.
13.
14.
Behind back-overhead
Behind back-around side
Under raised leg
Between legs -feet on floor
Under arm
From between legs as centering a football, etc.
Throw to a moving partner from a stationary position.
Throw to a moving partner from a moving position.
a.
b.
11.
Each throw one at the same time
One partner throws two at once
Throw from different parts of body
Place bean bag between feet or ankles, jump and release bean bag so partner can catch it.
Lie on floor, head to head, about 6 inches apart. Once partner puts bean bag between feet
and raises it up and over head and puts in on floor between heads. The other partner picks
it up with feet and puts it down with legs straight. Reverse.
Target Activities
1.
215
Toss back and forth from different positions-sitting, kneeling, lying.
Throw to stationary partner from a moving position:
a.
b.
c.
d.
9.
10.
APPENDICES
Targets
a.
b.
Line
Circle or squares drawn on floor
PHYSICAL EDUCATION GRADES K-5
c.
d.
e.
f.
g.
h.
i.
j.
2.
216
Targets drawn on walls-pictures, shapes, etc
Hoops-stationary or swinging
Tires
Waste basket or barrel
Boxes
Rebound net
Commercial targets with various size and shape holes with or without points for
scoring (can also be made with heavy cardboard or wood)
Milk cartons-for knocking down-or foam bowling pins
Activities
a.
b.
c.
d.
IV.
APPENDICES
Use different styles of throwing
Vary distance from target
Throw from different positions
Can be used for skill building practice or competition
Safety
Place emphasis on following instructions and staying in one's own space.
V.
VI.
Evaluation
A.
Teacher observation to enforce proper lead up of throwing and catching skills. Teacher should
reinforce the objectives of catching away from the body and also opposite hand-opposite foot
technique with weight transfer and hip and shoulder rotation for throwing.
B.
A skills test using targets may be used.
References
Dauer, Victor P., and Robert P. Pangrazi. Dynamic Physical Education for
Elementary School Children, 7th Edition, Minneapolis, MN: Burgess
Publishing Co., 1983.
VII.
The Bean Bag Unit meets the following New Jersey Core Content Curriculum
Standards
A.
Standard 2.5
1.
The following CPI's are included
a)
b)
c)
d)
e)
f)
B.
#1
#2
#3
#4
#5
#6
Standard 2.6; CPI 4
PHYSICAL EDUCATION GRADES K-5
APPENDICES
VIII. The following Cross-Content Workplace Readiness Standards also apply
1.
The following CPI's are included
a)
b)
c)
#3
#4
#5
217
PHYSICAL EDUCATION GRADES K-5
APPENDICES
218
BOWLING
I.
Introduction
Bowling offers opportunities to develop individual skills in a self-testing setting. Emphasis is placed
on the pendulum arm swing, approach, delivery, pin setting, scoring, and safety. The size and weight
of the ball varies depending on the length of the lane and abilities of the students.
II.
Fundamental Skills
*A.
*B.
*C.
*D.
*E.
F.
III.
Terminology
1.
2.
3.
4.
5.
IV.
Proper Grip
Proper stance and push away
Pendulum arm swing
1, 2, 3, or 4-step approach
Delivery and follow-through
Pin setting and ball return
alley
angles
approach
ball
channels
6.
7.
8.
9.
10.
delivery
double
frame
line score
miss
11.
12.
13.
14.
15.
Sequence of Activities
A.
B.
C.
D.
E.
F.
G.
H.
Grip and stance
Pendulum arm swing and push away
Approach and delivery
Knowledge of pins and their spots on the floor
One pin spares-1, 5, 6, 10 Pin
Bowling pin relay
Ball return and pin setting
2-pin spares 1-2, 1-3 pocket hits
4-7, 6-10
2-8, 3-9 blind
I.
3-pin spares -
1-2-4, 1-3-6 fence
2-4-5, 3-5-6 triangle
2-4-8, 3-6-9 blind plus 1
J.
4-pin spares-
1-2-4-7, 1-3-6-10 picket fence
2-4-5-8, 3-5-6-10 bucket
2-4-7-8, 3-6-9-10 fence plus 1
These minimum skills must be taught in this unit.
K.
Pin Spares -
1-2-4-7-8
1-3-6-9-10, picket fence plus 1
open
pendulum arm swing
spare
split
strike
PHYSICAL EDUCATION GRADES K-5
L.
Splits-
M.
Ten Pins
N.
Score-Keeping
1.
2.
3.
4.
5.
6.
7.
O.
V.
Strike
Spare
Split
Miss
Line Score
Frame
10th Frame
Bowling a full game with score keeping, pin setting, and ball return
Students must grip the ball properly.
Release and speed of the ball must be established.
Regulations for pin setting and return of the ball must be established.
Mats are used to cushion the ball and pins to prevent breaking.
Appropriate space between alleys must be established.
Students must have appropriate waiting space.
Modify the ball if necessary.
Evaluation
A.
B.
C.
VII.
2-7, 3-10 baby
4-5, 9-10
5-7, 4-9
4-7-10, 6-7-10
Safety
A.
B.
C.
D.
E.
F.
G.
VI.
APPENDICES
Skills test
Written test
Teacher observation of student's skills and knowledge in class situations.
References
American Junior Bowling Congress, 5301 South 76 th Street, Greendale, WI
53129.
Strickland, Robert H. Bowling-Step to Success, Champaign, Illinois: Leisure
Press, 1989.
VIII. The Bowling Unit Meets the New Jersey Core Content Curriculum Standards
A.
Standard 2.5
1.
The following CPI's are included
a)
b)
c)
d)
#1
#2
#3
#4
219
PHYSICAL EDUCATION GRADES K-5
e)
f)
B.
IX.
APPENDICES
#5
#6
Standard 2.6; CPI 4
The Following Cross Content Workplace Readiness Standards Apply
A.
B.
C.
#3
#4
#5
220
PHYSICAL EDUCATION GRADES K-5
APPENDICES
221
CIRCUS SKILLS
I.
Introduction
Circus skills are individualized, self-motivating, non-competitive forms of physical education and
recreation. These activities assist students in developing and improving overall coordination, depth
perception, targeting and tracking skills as well as provide the students with an awareness of body
and space.
II.
Fundamental Skills
*A.
*B.
2 Scarf Juggle-"X" pattern
3 Scarf Juggle
*1.
*2.
*3.
*C.
*D.
E.
F.
G.
2 Bean Bag Cube Juggle
3 Bean Bag Cube Juggle
2 Ball Juggle-"X" pattern
3 Ball Juggle-"X" pattern
Devil Stick
*1.
*2.
*3.
4.
5.
6.
7.
H.
Devil stick on floor-move side to side
Devil stick in air-move side to side
Single flip in air
Double flip in air
Triple flip in air
Quadruple flip
Partner throw and catch
Spinning Plate
*1.
2.
3.
4.
III.
"X" pattern
Columns
Cascade
Basic plate spinning on stick
Transfers to different parts of the body and the stick
Aerials
Balance on different body parts
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Juggling scarves
Devil stick
Spinning plate
"X" pattern
Juggling balls
Flipping the devil stick
Wrist action
Columns
Cascade
Juggling Cubes
PHYSICAL EDUCATION GRADES K-5
IV.
APPENDICES
222
Activities
A.
B.
2-scarf juggle "X" pattern
3-scarf juggle
1.
2.
3.
4.
C.
D.
E.
F.
G.
2 Bean Bag Cube Juggle-"X" pattern
3 Bean Bag Cube Juggle-"X" pattern-"X" pattern-place the cubes in the hand that does the first
toss; the third cube goes in the other hand.
2 Ball Juggle-"X" pattern
3 Ball Juggle-"X" pattern-place the two balls in the hand that does the first toss. Place the third
ball in the other hand.
Devil Stick
1.
2.
3.
4.
5.
6.
7.
H.
"X" Pattern-make sure the hand holding the two scarves is the hand that starts the toss.
This pattern is formed by alternately throwing a scarf from each hand in front of and
diagonally across the body.
Columns-throw two scarves up in the air (one from each hand) so that they are about "18"
apart and parallel. Throw the third scarf up into the air between the first two.
Cascade-similar to the "X" pattern, but this pattern is thrown over the head.
Juggling from one pattern to the next without stopping.
Devil stick on floor-smooth movement, side to side, between the two manipulative sticks.
Devil stick in the air-smooth movement, side to side, between the two manipulative sticks.
Dynamic balance of the stick in the air.
Single flip-push with one stick, catch with the other.
Double flip
Triple flip
Quadruple flip
Partner throw and catch-one partner flips the stick over to the other partner.
Spinning Plate
1.
2.
Basic plate spinning on stick-all wrist action.
Transfers to different parts of the body and the stick
a.
b.
c.
3.
Aerials
a.
b.
c.
d.
4.
Transfer spinning plate from stick to finger and back again.
Transfer spinning plate from stick to another empty stick.
Transfer spinning plate from stick to finger. Toss plate into air and catch on stick.
Toss again and catch on finger.
Throw spinning plate into air and catch on stick.
Throw spinning plate into air, turn stick upside down and catch on opposite end of
stick.
Throw spinning plate into air and catch on finger. Throw from finger into air and catch
on stick.
Throw a spinning plate to a partner and have a catch-stick to stick.
Balance on different body parts
a.
b.
Spin plate on stick, balance stick on palm, finger, back of hand.
Spin plate on stick, balance stick on chin, nose, and forehead.
PHYSICAL EDUCATION GRADES K-5
c.
V.
B.
C.
Spin plate on stick, balance stick on knee-other body parts.
Have students tuck the scarves they are not using into their pockets or waistbands. Never lay
them on the floor as they are too slippery.
Provide sufficient space for each of the activities.
Stress control when flipping the devil stick.
Evaluation
A.
B.
C.
VII.
Skills test
Written test
Teacher observation of students' skills
References
The National Circus Project, Westbury, NY
Quintet Publishing. Juggling. Philadelphia, PA: Course Books, 1993.
VIII. The Circus Skills Unit Meets the New Jersey Core Content Curriculum
Standards
A.
Standard 2.5
1.
The following CPI's are included
a)
b)
c)
d)
e)
f)
B.
IX.
223
Safety
A.
VI.
APPENDICES
#1
#2
#3
#4
#5
#6
Standard 2.6; CPI 4
The Following Cross Content Workplace Readiness Standards Apply
A.
B.
C.
#3
#4
#5
PHYSICAL EDUCATION GRADES K-5
APPENDICES
224
COMBATIVES
I.
Introduction
Combative contests help to develop arm and leg strength, agility, coordination, and strategic thinking.
Combative activities are excellent as a mini unit of 2 or 3 days in-between regular units. Emphasis is
placed on sportsmanship and safety.
II.
Fundamental Skills
A.
B.
C.
D.
E.
III.
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
IV.
Push up
Stoop and balance
Arm strength
Leg strength
Shoulder Roll
Pull hands
Back to back
Bullying
Rooster fight
Stick Pull
Pull stick tug of war
Stick twist
Leg wrestling
Stoop
Hand Wrestle
Push Up
Strategy
Elbow Wrestle
Combative
Activities
A.
Pull Hands: Establish three parallel lines 10 feet apart. The players are
paired so they face each other about 3 feet apart, both equally distant from a middle line. They
grasp each other's wrists. At the starting signal, each player attempts to pull her/his opponent
back across the middle line of her/his base line, depending on the difficulty desired. If the hands
become separated, they are rejoined at the point of separation as in the beginning. The
contestant who first wins three bouts is the winner.
B.
Hop and Pull Hands: The players are matched in pairs. Each player grasps the opponent's right
hand, and hopping on her/his right foot, attempts to pull the opponent over the middle line.
Either contestant automatically loses by touching her/his rear foot to the ground. The contestant
who first wins 3 bouts is the winner. On successive bouts, they alternate hands and feet.
Back to Back Push: Two contestants stand back to back with elbows locked. Each contestant
has right arm inside opponent's left arm. A base line is established 10 feet in front of each
contestant. At the starting signal, each, by pushing forward, attempts, to push the other over
her/his (opponent's) base line. The contestants are not allowed to lift and carry their opponents.
Pushing only is permitted. A contestant pushed over his/her own base line loses the bout.
C.
PHYSICAL EDUCATION GRADES K-5
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
V.
D.
Use mats whenever possible in the combative area
Do not force any student to participate
Have class sit, kneel, or stand around mats when needed. This serves two
purposes -- to hold mats together and prevent combatants from falling off mats.
Set definite rules so there is no rough play.
Evaluation
Grade is based on participation, cooperation, and observation of safety rules.
VII.
225
One Foot-Knockdown: Each contestant, with arms folded across chest, hops on right foot.
He/she uses right shoulder and right side of chest to push the opponent. The object is to make
the opponent lose balance and fall, to unfold the arms or touch the free foot to the ground.
Rooster Fight: Each contestant grasps her/his ankle with right hand from behind, and right arm
with left hand. He/She hops on the right foot, and by butting the opponent, or by feinting and
sudden invasions, forces her/him to let go of the foot or arm. The name is derived from the
position of left leg).
Stick Pull: Three parallel lines are established 10 feet apart. Two players grasp a wand, stick or
softball bat with both hands. Starting at the middle line, each attempts to pull the opponent over
the baseline. The contestant who first wins 3 bouts is the winner.
Pull-Stick Tug-of-War: Two players are seated on the ground with soles of feet in contact. Each
contestant grasps a stick or softball bat so that it is directly over their feet. At the starting signal,
each contestant tries to pull her/his opponent from sitting position to feet.
Stick-Twist: With right palms upward and left palms downward, both contestants grasp a wand or
softball bat. Upon the starting signal, the contestants try to twist the stick to the left, or counterclockwise until it is perpendicular to the ground. After several bouts of this nature, the position of
the palms is changed, and the stick is twisted to the right, to clockwise.
Leg Wrestling: Opponents lie down on the mat with heads in opposite directions. They lock their
inside arms together and raise their inside legs 3 times and connect them on the 4 th time trying to
flip the opponent. Best 2 out of 3 is the winner. Do first with right leg, then left.
Hand Wrestle: Contestants stand and place right foot against right foot and grasp hands in a
handshake, firmly planting the left foot in the rear for support. Each person tries to upset the
other by hand and arm pressure to make her/him move either foot. On the next try, change
hands and feet.
Rooster Fight (Variation): Players stoop down and clasp hands behind knees. The object is to
upset the other player by pushing with the shoulders, or making her/him lose her/his hand hold.
Break Down(Push Up Wrestling): The opponents assume the push up position, facing one
another. The object is to knock the other person off balance with the use of a hand by pushing
or dislodging the support, and still maintaining their own position.
Elbow Wrestle: The opponents lie down on stomachs on the floor facing each other. Right
hands are clasped with the elbows held against each other. The object is to force the
opponent's arm down while keeping elbows together. Use the other arm on the next turn.
Balloon Break: Students tie a balloon around one of their ankles. They then clasp hands. Object
of the contest is to break the other person's balloon by stepping on it.
Hoppity Hops: Students bounce on their hoppity hops and try to dismount their opponent by
pushing.
Safety
A.
B.
C.
VI.
APPENDICES
References
Dauer, Victor P. and Robert P. Pangrazi. Dynamic Physical Education for
Elementary School Children. 7th Edition, Minneapolis, MN: Burgess Publishing Co., 1983.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
VIII. The Combatives Unit Meets the Following New Jersey Core Content Curriculum Standards
A.
Standard 2.5
1.
The following CPI's are included:
a)
b)
c)
d)
e)
f)
B.
IX.
#1
#2
#3
#4
#5
#6
Standard 2.6; CPI 4
The following Cross Content Workplace Readiness Standards Apply
A.
B.
C.
#3
#4
#5
226
PHYSICAL EDUCATION GRADES K-5
APPENDICES
227
DEVELOPMENTAL GAMES
I.
Introduction
Developmental games offer a variety of ways to improve basic physical education skills in game
situations. Rules are modified as necessary to provide for safety and the skill level of the students.
II.
Fundamental Skills
A.
B.
C.
D.
III.
Activities
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
IV.
Equipment must be in good repair.
Use equipment only as instructed.
Evaluation
A.
B.
C.
VI.
Nok Hockey
Carom Pool
Jokari
Horseshoes
Zim Zam
Lawn Darts (Velcro)
Checkers-Chess
Frisbee
Four Square
Shuffleboard
Tetherball
Table Tennis
Badminton
Handball
Lollipop Arch Game
Croquet
Team Hand Ball
Cricket
Cup Stax
Others
Safety
A.
B.
V.
Hand-Eye Coordination
Locomotor Movements
Balance
Game Tactics
Skills test
Written test
Teacher observation of student's skills and knowledge in class situation
References
Crisfield, D.W. Pick-Up Games. New York: Facts on File Inc., 1993.
Sinnes, Cort A. Backyard Games. Kansas City: Andrews and McMeely, 1993.
PHYSICAL EDUCATION GRADES K-5
VII.
APPENDICES
The following Developmental Games Unit meets the New Jersey Core
Content Curriculum Standards
A.
Standard 2.5
1.
The following CPI's are included:
a)
b)
c)
d)
e)
f)
B.
#1
#2
#3
#4
#5
#6
Standard 2.6; CPI 4
VIII. The following Cross Content Workplace Readiness Standards Apply
A.
B.
C.
#3
#4
#5
228
PHYSICAL EDUCATION GRADES K-5
APPENDICES
229
HOCKEY (FLOOR)
I.
Introduction
Hockey can be played indoors or outdoors using a stick and either a plastic ball or a puck. Emphasis
is placed on eye-hand coordination, the fundamental skill of striking, team play, and safety.
II.
Fundamental Skills
A.
B.
C.
D.
E.
F.
G.
III.
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
IV.
Grip
Stick handling or dribble
Pass
Trap
Shooting
Face-off
Goalie Skills
Center
Crease
Defense
Dribble
Face-off
Forwards
Goal
Goalkeeper
High sticking
Hooking
Interference
Offense
Off-sides
Out of play
Penalty
Penalty Box
Stick-handling
Trapping
Brief history and origin of the sport
Skills
A.
Grip and carry of the stick
1.
2.
B.
Stick handling/dribble
1.
2.
C.
D.
Hands separated
Carry lower than waist
Control
Loose
Passing
Trapping
PHYSICAL EDUCATION GRADES K-5
E.
Face-Offs
G.
Goalie Skills
H.
Modified Offense vs. Defense Situations
2 forwards vs. 1 defenseman
2 forwards vs. goalie
Lead Up Activities
A.
B.
C.
Sideline Hockey
Hockey Baseball
Modified Game - 5 players and 1 goalie per team
- rotate from defense to offense
-sideline players keep puck in play
-tape floor to designate positions
Safety
A.
B.
C.
D.
E.
F.
G.
VII.
At stationary object as a bowling pin
At empty goal
At goal with stationary goalie
At goal with moving goalie
F.
1.
2.
VI.
Sticks must always be held below the waist in contact with the floor
Stress the use of two hands on the stick
Use sticks only to hit the puck or ball
Goalies must wear a mask and baseball glove
Establish a goal area in which only the goalie is allowed to be.
Review penalties such as high sticking, tripping, interference, hooking, body checking, and set
up a penalty box for offenders.
Sticks must have protective piece on butt end of stick.
Evaluation
A.
B.
C.
Skills test
Written test
Teacher observation of skills in class situations
VIII. References
Crisfield, D.W. Pick-Up Games. New York: Facts On File Inc., 1993.
Dauer, Victor P., and Robert P. Pangrazi. Dynamic Physical Education for Elementary School
Children, 7th Edition, Minneapolis, MN: Burgess Publishing Co., 1983.
IX.
230
Shooting (stick touches floor at all times)
1.
2.
3.
4.
V.
APPENDICES
The Hockey Unit meets the New Jersey Core Content Curriculum Standards
A.
Standard 2.5
PHYSICAL EDUCATION GRADES K-5
1.
The following CPI's are included
a)
b)
c)
d)
e)
f)
B.
X.
APPENDICES
#1
#2
#3
#4
#5
#6
Standard 2.6; CPI 4
The following Cross Content Workplace Readiness Standards Apply
A.
B.
C.
#3
#4
#5
231
PHYSICAL EDUCATION GRADES K-5
APPENDICES
232
FRISBEE DISC
I.
Introduction
The "flying saucer" can be a valuable tool for teaching movement in relation to a flying object as well
as a non-threatening, fun way to develop catching skills. It is also an excellent means of teaching a
student how to control his wrist and arm power which is needed for controlled throwing. Emphasis
will be placed on the grip, throwing, and catching while playing games that develop coordination,
flexibility, and sportsmanship.
II.
Fundamental Skills
*A.
*B.
III.
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
IV.
Throwing (Right hand, step right. Left hand, step left.)
Catching
Backhand
Forehand
Overhand
Side Arm
Curve
Skip
Come Back
Thumbs Up
Thumbs Down
Traps
Tipping
Boomerang
Sample Activities
A.
Throwing Grips
1.
2.
3.
4.
B.
Types of Throws
1.
2.
3.
4.
C.
Backhand-across hip
Forehand-near hip
Overhand
Side arm
Straight
Curve
Skip
Come back
Catching
1.
Fundamentals of catching
a.
b.
judging flight path
looking into hands
PHYSICAL EDUCATION GRADES K-5
2.
Types of catches
a.
b.
c.
d.
e.
D.
Area used should be free from debris
Area should be large enough to ensure players will not run into each other
Evaluation
A.
B.
C.
VII.
Distance
Accuracy
Boomerang-maximum time aloft
Safety
A.
B.
VI.
Baseball
Frisbee horseshoes
Golf
Frisbee bowling
Football
Shuffleboard
Keep away
Contests
1.
2.
3.
V.
Traps
Tipping
Delays
Pick ups
Free Style With Partners
Games
1.
2.
3.
4.
5.
6.
7.
G.
thumbs up
thumbs down
behind the back
between the legs
sandwich style
Free Style
1.
2.
3.
4.
E.
F.
APPENDICES
Skills test
Written test
Teacher observation of student's skills and knowledge in class situations
References
Crisfield, D.W. Pick-Up Games. New York: Facts on File Inc., 1993.
Dauer, Victor P., and Robert P. Pangrazi. Dynamic Physical Education for Elementary School
Children, 7th Edition, Minneapolis, MN: Burgess Publishing Co., 1983.
International Frisbee Disc Association, P.O. Box 970, San Gabriel, CA 91776.
233
PHYSICAL EDUCATION GRADES K-5
APPENDICES
VIII. The Frisbee Disc unit meets the New Jersey Core Content Curriculum
Standards
A.
Standard 2.5
1.
The following CPI's are included:
a)
b)
c)
d)
e)
f)
B.
IX.
#1
#2
#3
#4
#5
#6
Standard 2.6; CPI 4
The following Cross Content Workplace Readiness Standards Apply
A.
B.
C.
#3
#4
#5
234
PHYSICAL EDUCATION GRADES K-5
APPENDICES
235
GOLF (YOLF)
I.
Introduction
Golf is an excellent sport for teaching hand-eye coordination, focus, control, concentration, relaxation,
and technique. It also has great carry-over value as a lifetime sport for all ages. Since it is a minimal
intensity game and low in cardiovascular activity, golf makes for a good unit during the high
temperature teaching months.
II.
Fundamental Skills
*A.
*B.
*C.
*D.
III.
Grip
Stance
Alignment and Address
The Swing
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
V.
W.
Interlocking Grip
Addressing the Ball
Takeaway
Backswing
Top of Backswing
Downswing
Impact
Follow Through
Club
Face
Open
Chip
Tee
Fairway
Shaft
Par
Hole-In-One
Tee Off
Stroke
Wood
Iron
Putter
Putting Green
*These minimum skills must be taught in this unit.
IV.
Technique Activities
These skills can be taught with the use of yolf golf sticks and wiffle golf balls (individually or in
partners).
A.
B.
C.
Grip and stance
Grip, stance, and alignment
Alignment, swing, and follow through
PHYSICAL EDUCATION GRADES K-5
V.
APPENDICES
Reinforcement Activities
These are best performed in partners or small groups.
A.
Driving RangeHave students drive golf balls
1.
2.
B.
Mini Golf Course (No Putting)
1.
2.
3.
4.
5.
VI.
Explain rules of golf.
Explain score keeping.
Divide class into groups of two or four.
Establish a 9 or 18 hole course.
Using hoops for holes, locate the holes about 20-30 yards from tee off areas.
Safety
1.
2.
3.
4.
VII.
For distance. Use cones as distance markers.
For accuracy and control. Use different colored hoops for scoring points.
Use wiffle golf balls only.
Partners must, at all times, stand along side and face the person driving.
Give sufficient room between driving areas.
Golfer may not drive unless partners are standing across from them.
Evaluation
A.
B.
C.
Skills test
Written test
Teacher observation of student's skills
VIII. References
Crisfield, D.W. Pick-Up Games. New York: Facts on File Inc., 1993.
Holtz, Charles. Golf Activities.
Yannazzo, Jeffrey. Activities For Golf.
IX.
The Golf Unit meets the New Jersey Core Content Curriculum Standards
A.
Standard 2.5
1.
The following CPI's are included:
a)
b)
c)
d)
e)
f)
#1
#2
#3
#4
#5
#6
236
PHYSICAL EDUCATION GRADES K-5
B.
X.
APPENDICES
Standard 2.6; CPI 4
The following Cross Content Workplace Readiness Standards Apply
A.
B.
C.
#3
#4
#5
237
PHYSICAL EDUCATION GRADES K-5
APPENDICES
238
HULA HOOP UNIT
I.
Introduction
The use of hoops adds variety and excitement to physical education classes. They help develop
spatial relationships and form perception in addition to assuring some form of achievement and success.
Emphasis will be placed on the basic skills and safety.
II.
Fundamental Skills
A.
B.
C.
D.
E.
F.
G.
III.
Rolling
Spinning
Rotating
Throwing
Catching
Sliding
Jumping
Activities
A.
Combination of all the basic skills
1.
2.
3.
4.
5.
6.
Roll your hoop and keep if from falling (straight lines).
While it is rolling, can you make it turn without falling? (curved lines)
See if you can make a circle without it falling.
Spin the hoop like and egg beater; who can keep the hoop going the longest?
Roll the hoop on the ground so that it will return to you (forward, backwards).
Throw the hoop high in the air and catch it before it lands (any way).
a.
b.
c.
7.
8.
9.
10.
11.
12.
13.
14.
Throw the hoop up, it must come down over you; make the hoop flip and do it.
Throw the hoop up, let it bounce and try to catch it.
Throw the hoop up, let it bounce, then try to jump through it before the hoop falls.
Throw your hoop so it comes back to you, now jump over the hoop. (1 st grade-too hard)
Climb in, out, and around your hoop; doing a figure "8" (do not stand).
Balance your hoop, then try to jump through it; one way-both ways.
Do the egg beater-now try to jump through it without knocking it down.
Can you use your hoop like a jump rope? (forward and backward)
a.
b.
c.
d.
15.
With hands
With arm
With foot (1st grade-too hard)
Walking
Running -jogging
Skipping
Side to side, one handed, both feet or hopping on one foot.
Spinning or turning circles with your hoop on various parts of your body.
a.
b.
c.
Spin the hoop on arm
Spin hoop around stomach (contest)
Spin hoop around one leg (leg raised off of floor- lean against wall for balance)
PHYSICAL EDUCATION GRADES K-5
d.
e.
f.
g.
APPENDICES
239
Spin hoop around knees
Spin hoop around ankle-skip it
Spin hoop on neck and work it down the stomach without stopping the spin; work it
back up to neck without stopping the spin
Spin hoop around neck; work it down to stomach without stopping the spin; then work
it down to knees; then work it down to ankle for "skip it"
16. Spin the hoop on one arm, then switch arms without stopping the hoop from spinning.
17. Spin the hoop on one arm, then toss into the air and catch on the other arm whole keeping
it spinning.
18. Spin the hoop on both arms which are raised above head-work it down to stomach.
19. Roll the hood ahead of you, catch it up to it and run alongside the hoop with one foot
inside the hoop and the other outside.
20. Roll the hoop around the gym following one of the lines. (forward and backward)
21. While hoop is rolling, can you jump through it? (jump over it, through and over)
22. Throw the hoop up, catch it on your arm and keep it spinning.
23. Throw the hoop with reverse spin into the wall so it comes back to you.
a.
b.
c.
d.
e.
f.
24.
Jump over the hoop
Spin it around your arm
Jump through it
Raise one leg over the hoop
Raise one leg, run back, raise the other leg
Raise one leg over hoop, then catch on arm and spin around arm
Throw the hoop with reverse spin so it comes back, then kick it into the air and catch it.
a.
b.
c.
With hands
With arm and spin it
Make it go over your head, duck into it, and get it to land on your foot
25. Throw the hoop against the wall and make it come back, then lay down in the path of your
hoop and let it roll over you, now get up and catch it before it falls.
26. Spin hoop on right arm, raise right leg and switch hands under right leg and keep hoop
spinning. (1st grade-too hard)
27. Throw it, make it come back, kick it up and jump through it.
28. Spin hoop, make it come back to you, then jump over it backwards.
29. Spin the hoop so hoop comes back, kick it into the air, and duck into it so hoop goes over
you.
30. Slide your hoop out and make it land in a circle on the floor.
31. Throw your hoop so it comes back and lift one leg over it. Now the other leg.
32. March around the gym and wave the hoop around, spin it on your arm. (1st grade-too hard)
33. Make believe the hula hoop is the steering wheel of a car. (1 st grade-too hard)
34. Balance the hula hoop on your head and walk around the gym (different part of your bodyhand, finger, and arm)
35. Spin the hoop around your stomach by you spin with the hoop at the same time.
36 Stand your hoop up; lie down inside the hoop so it is by your belt buckle. Now roll around
the gym, keeping the hoop from falling.
37. Hold the hoop in one hand, jump through it without the hoop touching the floor.
38. Place the hoop on the floor, walk it around the gym. (do not kick)
39. Do the egg beater; before it stops, hop in and out of it as many times as you can.
40. Spin the hoop on your ankle and hop on the foot it is spinning on.
41. Put your feet inside the hoop and hands outside; try to walk around the hoop (reverse).
PHYSICAL EDUCATION GRADES K-5
42.
43.
44.
45.
46.
47.
48.
49.
50.
Jump through the hoop held by your partner. (switch)
Exchange hoops with your partner by rolling them:
a.
b.
c,
3.
4.
5.
6.
7.
8.
Throw the hoop so that your partner is in the middle of it.
Throw your hoop through your partner's hoop (switch); vertical and horizontal positions of
the hoop; throw it through and make it come back through it.
One partner hold both hoops in the air about 6" off the ground; the other person tries to
jump through both hoops.
Hold hands, spin both hoops on arms at the same time.
Roll your hoop through your partner's hoop (then switch).
One partner spins hoop around stomach; the other partner tosses a hoop to the person
with hoop spinning around the stomach. They try to have a game of catch while keeping
the hoop spinning (switch places)
Eliminating one each time
By the colors
Hoops and Wands
1.
2.
3.
E.
Sliding
In the air
A different way
Musical Hula Hoops
1.
2.
D.
Walk forward and backward
Skip
Kneel down, then stand up and keep it spinning
Balance on one foot; then the other
Jump
Jog
Partners
1.
2.
C.
240
Jump in and out of the hoops, around. (hoop on floor)
Can you make your body look like the hoop? (inside-outside)
Can you hop around, in and out of the hoop?
Using you and your hoop, see if you can make a letter of the alphabet a word; a number.
Sit on the floor, spin the hoop around you; push the hoop around your body.
Balance the hoop on your head and between your legs at the same time.
Sit in your hoop; move it to the other side of the gym without picking the hoop up.
Do the egg beater, before it stops, see how many times you can raise your legs over it.
(alternate legs)
Spin the hoop around your stomach and do the following:
a.
b.
c.
d.
e.
f.
B.
APPENDICES
Pushing
Twirling
Balancing
Body Parts in the Hoop
PHYSICAL EDUCATION GRADES K-5
F.
G.
H.
Obstacle Course
Relays
Bumper Cars
1.
2.
3.
IV.
Make sure there are no sharp edges on the hoop
Never throw a hoop at other students
Evaluation
A.
B.
VI.
Call by color
Switch
Place around waist or on the floor
Safety
A.
B.
V.
APPENDICES
Skill Tests (Contests)
Teacher Observation
References
Godwin, William. Movement Exploration with Hoops
Misko, Elizabeth. Hoop Activities
VII.
The Hula Hoop Unit Meets the New Jersey Core Content Curriculum
Standards
A.
Standard 2.5
1.
The following CPI's are included
a)
b)
c)
d)
e)
f)
B.
#1
#2
#3
#4
#5
#6
Standard 2.6; CPI 4
VIII. The Following Cross-Content Workplace Readiness Standards Apply
A.
B.
C.
#3
#4
#5
241
PHYSICAL EDUCATION GRADES K-5
APPENDICES
242
ROPE UNIT
I.
Introduction
A long stretch rope, individual jump ropes, or Chinese jump ropes, are all excellent tools in the
primary grades for development of coordination, rhythm, endurance, and problem solving. Rope
activities, used in a variety of ways, provide countless challenges and enjoyment for the children.
II.
Fundamental Skills
A.
Arm Position
1.
2.
B.
C.
D.
E.
F.
G.
III.
American-elbows 8 inches from side
European-arms horizontal, shoulder high
Landing
Turning
Rebound Jump
Skipping
Jumping Without a Rebound
Hopping
Activities
A.
Long Rope or Stretch Rope
1.
Rope laid on floor
a.
b.
c.
d.
e.
f.
2.
3.
4.
Go down the rope alternating from side to side without touching rope-different locomotor
movement, levels, directions, and twists.
Over a raised rope (height depends on grade and skill level)-repeat #1 and #2.
Under a raised rope
a.
b.
c.
d.
5.
6.
7.
8.
9.
10.
11.
12.
Go over it any way you can
Go over it at different levels
Go over it using any locomotor movements
Go over it forwards, backwards, sideways
Go over it with a twisting motion
Find new ways to go over it
Go under it any way you can
Find new ways to go under rope
Go under head first, feet first, on stomach, on back, on side, rolling
Go under rope using an animal walk-seal, crab, etc.
Go over the snake-snake rope back and forth on floor.
Go over the waves-rope moves up and down.
Go through the window (hold rope sideways to form a window). Several different ways.
Go over the rope at the highest point you can.
Move over a swaying rope (side to side) several different ways.
Move through a turning rope.
Take turns jumping rhymes.
Use various jumping rhymes.
PHYSICAL EDUCATION GRADES K-5
B.
Use #1 to #12 for single long rope.
Go over first rope and under the second.
Go under first rope and over the second.
Double Dutch-Hands are turning toward each other.
Double Irish-Turn ropes outward instead of inward.
Individual Ropes-Activities
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Lay rope on floor, walk it as if it were a tightrope-forward, backward and sideways (step
close, crossing steps).
Walk the tightrope with eyes shut.
Jump side to side without touching it.
Hop side to side without touching it.
Use various locomotor movements to go around the rope-run, hop, gallop, etc.
Go over the rope in different ways-levels, directions, locomotor movements.
Make a bridge over the rope-have 2, 3, 4, and 5 body parts touching the floor.
Straddle rope, jump in air, turn around and land on your feet straddling the rope-1/2 turn,
then whole turn.
Make the rope in the shape of a circle on the ground-put your body inside the circle and
take up as much as you can-as little space as you can.
Stand outside the circle-put your left hand inside the circle, your right elbow, etc.
Stay outside the circle-find ways of going over and around the circle without touching the
inside-locomotor movements, levels, directions.
Make little circles with your rope-put one body part in each circle and balance.
Make different shapes with the rope-letters, numbers, geometric shapes, (square, triangle,
etc.); artistic shapes (heart, Pac-man, etc.).
Hold the rope in front of you and sway it back and forth-jump forward and back.
Turn the rope and jump with a double bounce.
Turn the rope and jump with a single bounce.
Turn the rope and see how many times you can jump rope, first stationary, and then
moving.
Hop rope-first stationary, then moving.
Skip rope-first stationary, then moving.
Rocking chair-leap forward on one foot and back on the other.
Jump pepper.
Jump backward.
Get a partner, use only one rope and do the following:
a.
b.
c.
D.
243
Double Long Rope
1.
2.
3.
4.
5.
C.
APPENDICES
Jump facing one another;
Jump side by side-rope held in outside hand;
Find new ways to jump with partner.
Individual Ropes-Stunts (Single Bounce)
1.
2.
3.
4.
Side Swings-Twirl rope to one side, repeat on the opposite side. Twirl rope alternately from
side to side.
Double Side Swing and Jump-Twirl rope to one side, then the other, and then jump over
rope.
Single Side Swing and Jump-Twirl rope to left side, then jump over it; twirl rope to right
side, then jump over it.
Skier (Side to side)-Jump sideways left and right.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
5.
Bell (Forward and backward)-Jump forward; jump backward.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
E.
Straddle (Spread-together)-Jump to a straddle position; return to basic bounce.
Scissors-Jump to stride position with left foot forward. Jump and return to start positionfeet parallel and apart.
Straddle Cross-Jump to straddle position; jump to crossed legs.
Wounded Duck (Alternate toes/heels together)-Jump, toes and knees touch, heels spread,
jump, hells touch, toes and knees spread.
Crossover (Cross arms)-Cross arms and jump. Open rope basic bounce.
Heel to Heel-Jump and touch left heel. Jump and touch right heel.
Toe to Toe (Alternate toe touch)-Hop in left foot, touch right toe, hop on right foot, touch left
toe.
Double Crossover-Cross arms and jump two times while arms are in the crossed position.
Open rope, basic bounce.
Backward Crossover-Jump backward; cross arms and jump; open rope basic bounce.
Forward 180-(Half turn rotating rope from forward position to backward jumping position)Side swing left, half turn of body right; jump over backward turning rope.
Heel-toe (Alternate heel-toe touch)-Hop on left foot, touch right heel forward; hop on left
foot again, touch right toe backward; repeat on opposite side.
Kick Swing (Alternate kick or swing feet forward, sideways, backward) - Hop on left foot,
swing right leg forward. Hop on right foot, swing left leg forward.
Alternate Toe Touch Sideways-Hop on left foot, touch right toe right. Hop on right foot,
touch left toe left.
Double Toe Touch Sideways-Hop on left foot, touch right toe right about 6". Hop on left
foot again, touch right toe right about 12".
Twist (Rotate hips from side to side)-Jump and rotate hips right; basic jump; jump and
rotate hips left.
Can-Can (Knee up, touch, kick)-Hop on right foot, left knee up; hop on right foot, touch left
toe; hop on right foot, kick left leg; basic jump.
Side Swing Crossover (Alternate side turn, cross, side turn, cross)-Twirl rope on right side;
criss cross (see #10). Twirl rope on left side. Criss cross.
Double Under (2 rotations of rope with one jump)-Whip rope to increase speed; rope
passes under feet twice during one jump.
Chinese Jump Rope
1.
Three per rope-two hold rope while one does activity
a.
b.
Toe in, toe out, right side, left side
Lift right rope over left rope with one foot
c.
d.
Lift left rope over right rope with one foot
Cross ropes holding apart with both feet-form shape of diamonds
1)
2)
2.
244
jump out without getting caught in rope
jump with a turn and remain in rope with rope crossed
One rope per child
a.
b.
c.
Put 4-6 parts of your body in contact with the rope.
Make a triangle with the rope; make geometric shapes
Others
PHYSICAL EDUCATION GRADES K-5
APPENDICES
245
F.
Use of these various types of ropes can be adapted for obstacle courses and relays. Certain
rope activities can also be set to music.
IV.
Safety
A.
B.
C.
V.
Provide sufficient space between swinging ropes
When Exploring with the stretch rope, mats will sometimes have to be used
Watch for fatigue
Evaluation
Teacher observation of skills and activities including:
A.
B.
C.
D.
E.
VI.
Arm Position
Landing
Turning
Rebound Jump
Single Jump
References
American Hear Association. Jump For The Health Of It, American Alliance for
Health, Physical Education, Recreation and Dance, No date.
Dauer, Victor P., and Robert P. Pangrazi. , American Alliance for Health, Physical
Education, Recreation and Dance, No date.
Dauer, Victor P., and Robert P. Pangrazi. Dynamic Physical Education for
Elementary School Children, 9th Edition, Minneapolis, MN: Burgess
Publishing Co., 1983.
McCrum, Douglas. "Stretch Rope Activities, "Shrewsbury Public School,
Shrewsbury, NJ.
VII.
The Rope Unit Meets the Following Core Content Standards
A.
Standard 2.5
1.
B.
Cumulative Progress Indicators
a)
b)
c)
#1
#2
#3
d)
e)
f)
#4
#5
#6
Standard 2.6
1.
Cumulative Progress Indicators
a)
b)
#1
#2
PHYSICAL EDUCATION GRADES K-5
c)
#3
d)
#4
APPENDICES
VIII. The Rope Unit Meets the Following Cross-Content Workplace Readiness
Standards
A.
B.
C.
#3
#4
#5
246
PHYSICAL EDUCATION GRADES K-5
APPENDICES
247
LACROSSE
I.
Introduction
The objective of the lacrosse unit is to introduce the students to several skills and lead up games
associated with the game of lacrosse.
II.
Fundamental Skills
A.
B.
C.
D.
E.
III.
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
IV.
Catching
Throwing
Scoop
Cradle
Flip
Shaft
Head
Butt End
Stopper
Skill Reinforcement Activities
A.
B.
C.
D.
V.
Catching
Throwing
Scooping
Cradling
Flipping
Throwing and Catching: group students into 6 groups, partners or 3 lines facing 3 lines. The first
student begins to run toward the line directly across from him while throwing the ball to the same
line. First student in opposite line (the catcher) begins to run toward the thrower. Students will
switch lines as they first, catch the ball, and then throw to the next in line. Both catching and
throwing should be done on the run if possible.
Flip To: same formation and procedure as "Throwing and Catching" but ball will be flipped to
next line.
Scoop To: same formation and procedure as "Throwing and Catching" but ball will be rolled on
the ground.
Scoop Away: same formation and procedure as "Throwing and Catching" but ball will be rolled
away from the "scooper" as opposed to toward.
Lead Up Activities
A.
B.
Lax Kickball: ball is thrown instead of kicked. Ball is fielded with Lax sticks instead of by hand.
Ultimate Lax: This is "Ultimate Frisbee" using Lax sticks. A playing field can be marked off with
cones. Students must pass ball into "end zone" to score a point. A specific number of passes
must be completed before ball is caught in the "end zone". Number of passes to be completed
and number of players on field at one time depends on size of field. Once ball is caught, the
player with the ball must stop running. Ball can only be advanced by way of a pass. A dropped
pass results in loss of possession.
PHYSICAL EDUCATION GRADES K-5
IV.
Safety
A.
B.
C.
D.
VII.
APPENDICES
No stick or body checks.
No swinging of stick permitted.
Be sure area is large enough for activity.
Use hollow rubber balls and flexible plastic sticks.
Evaluation
A.
B.
C.
Skills test
Written test
Teacher observation of student's skills
VIII. References
Hinkson, Jim. Lacrosse Fundamentals. Los Angeles, CA: Warwick Publishing, Inc., 1993.
Slusser, Kenneth. Lacrosse Activities.
IX.
The Lacrosse Unit meets the New Jersey Core Content Curriculum
Standards
A.
Standard 2.5
1.
The following CPI's are included
a)
b)
c)
d)
e)
f)
B.
X.
#1
#2
#3
#4
#5
#6
Standard 2.6; CPI 4
The following Cross Content Workplace Readiness Standards Apply
A.
B.
C.
#3
#4
#5
248
PHYSICAL EDUCATION GRADES K-5
APPENDICES
249
LOCOMOTOR MOVEMENTS
I.
Introduction
Locomotor movements are a basic element of the physical education program. They contribute to the
development of coordination and balance and are the essential element of every sport skill requiring
movement from place to place. Activities are listed for each skill but can be used in combination in any
given lesson.
II.
Fundamental Skills
A.
B.
C.
D.
E.
F.
G.
H.
III.
Walking-one foot always in contact with the ground
Running-alternating steps with some point at which both feet are off the ground
Hopping-continuous movement with only one foot contacting the ground
Jumping-taking off from two feet and landing on both feet simultaneously
Leaping-shifting weight from take-off to landing foot while in the air
Skipping-step, hop on alternating feet to uneven rhythm
Sliding-step to the side on one foot, followed by a lead to the trailing foot.
Galloping-step forward or backward on one foot, followed by a leap onto the trailing foot
Activities
A.
Walking
1.
Stress points
a.
b.
c.
d.
e.
2.
the toes should be pointed straight ahead or slightly out
arms swing naturally
head up and eyes focused ahead
the stride length normal
an up and down motion should be avoided
Suggested activities
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
walk forward using good posture
walk in different directions, changing directions on signal
while walking, bring the knees up and slap with hands on each step
walk on different parts of the feet-heels, toes, sides of feet
walk with a smooth gliding step
walk on tip-toe
walk with feet spread wide apart
walk forward and backward changing speeds-slow, fast, slow
walk with long steps
walk with tiny steps
walk changing levels-high, low, high
demonstrate moods with your walk-happy, sad, angry
change direction on signal by keep facing same way
walk like a soldier, robot, penguin
walk forward and backward in different patterns-circle, square, triangle, figure eight,
etc.
walk in different weather-rain, mud, ice, snow
walk and duck under trees and over logs
PHYSICAL EDUCATION GRADES K-5
r.
s.
t.
u.
v.
w.
x.
y.
z.
APPENDICES
point toes in different directions
walk with injuries-stiff knee, sore ankle, and broken toe
walk backward without bumping into anyone
walk backward through a low door.
walk backward on tip-toes, heels, sides of feet
walk backward with small steps
walk backward with long steps
walk backward changing levels
walk backward with feet spread apart
B. Running
1.
Stress points
a.
b.
c.
d.
2.
Suggested activities
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.
u.
C.
run on balls of feet
head up, eyes forward
body lean and arm swing increase as speed increases
knees lift up then out
run across area and stop
run lightly throughout the area changing directions, without bumping anyone or
anything
run and change direction on signal
run, turn around with running steps and continue in new direction
pick a spot, run to it and back without bumping anyone
run in different patterns
run around an object
run in and out of several cones
run with knees high
run with small steps
run with long steps
run criss-crossing feet
run with arms in different positions; change arm position on signal
change speeds on signal
touch the ground with one hand as you run
run backwards
run sideways-change direction on signal
runs as fast as you can (space permitting)
run as slow as you can
lift your legs high as you run
if a hill is available, run downhill without stumbling
Hopping
1.
Stress points:
a.
b.
c.
swing arms up for height
begin and land on ball of foot
land lightly with bent knee
250
PHYSICAL EDUCATION GRADES K-5
2.
251
Suggested activities
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
D.
APPENDICES
hop across area in straight line
hop, changing feet, using different combinations for each foot, 2-2, 3-4, 2-3, etc.
increase and decrease height as you hop
see how far you can go with three hops, five hops
hop backward
hop sideways
combine hopping in place with hopping forward
hop in different patterns
hop on one foot while holding the other foot
hop with the free foot and leg in different positions
hop lightly, heavily
touch the hands to the floor while hopping
hop back and forth across a line
hop back and forth across a line moving forward as you hop
hop in patterns of letters and numbers
turn around while hopping in place
Jumpnastics activities can be used to supplement hopping and jumping
Jumping
1.
Stress points
a.
b.
c.
2.
bend knees and ankles before take-off
swing arms forward and upward
land lightly with knees bent
Suggested activities
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.
u.
jump up and down in place
jump, trying for height
alternate low and high jumps
over a mark or bean bag on the floor, jump forward, backward, sideways, and
diagonally
jump in place, making turns-1/4, 1/2, 3/4, and full turns
jump with body stiff-pogo stick
jump with body relaxed-rag doll
jump with change speeds
jump in patterns
jump and land with feet apart, sideways, and again with feet together
jump and land with one foot in front of the other; jump again and switch positions of
feet on landing
jump and land quietly
jump up and down, crossing and uncrossing the feet
clap hands in front of body while in the air
clap hands overhead while in the air
slap thighs while in the air
jump so hands contact the floor
jump forward across the area
jump diagonally forward successfully over a line
jump back and forth across the line, turning while in the air
jump in six 12" squares, 12" apart, without going out of squares
PHYSICAL EDUCATION GRADES K-5
v.
w.
E.
Stress points
a.
b.
c.
2.
height and grace
light, relaxed landing
use arms and head to shift weight
Suggested activities
a.
b.
c.
d.
e.
f.
g.
lead across area and back
see how high you can leap
vary arm positions when leaping
leap over objects of increasing height
leap with alternate feet leading
make a half turn in the air and land softly
leap in slow motion
Skipping (Step, hop on alternating feet to uneven rhythm)
1.
Stress points
a.
b.
c.
d.
2.
smoothness and rhythm are important
transferral of weight between hop and step
arm swing-opposite to legs
on balls of feet
Suggested activities
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
G.
how far can you go with two jumps-three jumps-four jumps?
Jumpnastic activities can be used to supplement hopping and jumping
Leaping
1.
F.
APPENDICES
skip in general space
skip in straight line
skip as lightly as possible
skip as high as you can
skip with exaggerated arm action and lifted knees
skip heavily
skip with a side-to-side motion
clap as you skip
do a double-skip-two hops on a foot before the step
skip clockwise around a circle; change to counter-clockwise
skip in different patterns
skip backward
change speeds without losing step
sway the body while skipping
skip changing directions on signal
skip with a partner in general space
skip in groups of three in general space
Sliding
1.
Stress points
252
PHYSICAL EDUCATION GRADES K-5
a.
b.
2.
bend at knees and waist for better balance as speed increases
move in both directions to give both legs a chance to lead and trail
slide across area and back without turning around
change length of slide from short to long and long to short
slide in different patterns
slide so hands touch the floor
slide with arms overhead
slide with a partner-facing each other
slide with a partner side by side
slide with a partner, facing same direction-one behind the other with hands on hips
do four slides, make a half turn in the air and do four more
how many slides does it take to cross the area?
Galloping
1.
Stress points
a.
b.
c.
2.
face direction of movement
keep one foot in front of the other
use both right and left foot for leading
Suggested Activities
a.
b.
c.
d.
e.
f.
I.
253
Suggested activities
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
H.
APPENDICES
gallop across the area with right foot leading-return with left foot
leading
change size of gallops
gallop in different patterns
pretend to be riding a horse with reins and crop
gallop backward
change lead foot every two gallops
Whistle Stop or Music Stop
Students perform the various locomotor skills with or without music. When the whistle blows or
the music stops, (depending on which variation you use) students must stop all movement.
Anyone moving at this time must sit out only one turn and then they are allowed to return to the
game. The game then continues to proceed in this manner.
J.
More Activities
1.
2.
3.
4.
Croms and Cranes
Stuck in the Mud
Tag Games
Follow the Leader
PHYSICAL EDUCATION GRADES K-5
K.
APPENDICES
254
Obstacle Course (example)
Start
Jump over barrel
2 hands on barrel
(vault)
Walk tightrope
(tape) heel to toe
Crabwalk in and out of cones
K
O
O
R
Over and under
cones
Run and leap the
brook
B
Hop back and forth
sideways crossing
the line
Seal walk
down the road
Jump back and forth
sideways crossing
line
Skip or gallop to the
end of line
Run through the
hoops
IV.
Safety
A.
b.
V.
Leap the stones in
the pond
Be sure area is big enough
Establish rules to avoid collisions
Evaluation
Teacher observation
VI.
References
Dauer, Victor P. and Robert P. Pangrazi. Dynamic Physical Education for
Elementary Children, 7th Edition, Minneapolis: Burgess Pub. Co., 1983.
Fowler, John S. Movement Education. Philadelphia: Saudners College Pub.,
1981.
Kimbo. Jumpnastics. Deal, NJ: Kimbo Records, #LP6000.
Schurr, Evelyn L. Movement Experiences for Children. Englewood Cliffs, NJ:
Prentice-Hall, Inc., 1980.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
VII. The Locomotor Movements Unit Meets the Following New Jersey Core Content Curriculum
Standards
A.
Standard 2.5
1.
The following CPI's are included
a)
b)
c)
d)
e)
f)
B.
#1
#2
#3
#4
#5
#6
Standard 2.6
1.
The following CPI's are included
a)
b)
c)
#2
#3
#4
VIII. The Following Cross Content Workplace Readiness Standards Also Apply
A.
B.
C.
#3
#4
#5
255
PHYSICAL EDUCATION GRADES K-5
APPENDICES
256
NON-LOCOMOTOR MOVEMENTS
I.
Introduction
Non-locomotor skills include those the child does in place or without appreciable movement from
place to place. Non-locomotor skills are of a wider variety and are not clearly defined as locomotor
skills.
II.
Fundamental Skills
A.
B.
C.
D.
E.
F.
G.
H.
I.
III.
Bending-a movement decreasing the angle of a joint
Rocking-a movement that occurs when balance is continuously moved from one spot to another
and back
Swaying-a slower movement than rocking, somewhat more controlled; in
swaying, the base of support does not change
Swinging-an action of body parts resembling a pendulum movement
Turning-a movement rotating around the long axis of the body
Twisting-a rotation of a selected body part on its own long axis; twisting and turning are
sometimes used interchangeably to designate movements of body parts
Stretching-a movement increasing the angle of a joint
Pushing-a controlled and forceful movement used to move an object away from the side of the
applied force
Pulling-a controlled and forceful movement used to move an object toward the side of the
applied force
Activities
A.
Bending
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
B.
Swinging
1.
2.
3.
4.
C.
Can you bend down and up?
Can you bend forward and backward, left to right and north to south:
Bend as many ways as possible
How many body parts can you bend below your waist? With your whole body?
Sit down and see whether you can bend differently than you did in a standing position
Who can lie down and bend six body parts? Bend more or fewer parts?
Is it possible to simultaneously bend one part quickly and one part slowly?
Make a familiar shape by bending two body parts
Make various letters of the alphabet
Think of a toy that bends; see whether you can bend in similar fashion
Bend with a partner; have your partner make big bends while you make tiny bends
How many letters of the alphabet can you make with your partner?
Explore different ways the arms and legs can swing
Work out swinging patterns with the arms; combine them with a step pattern forward and
back
Swing the arms forward and backward and at times go to full circles
Work out different swinging movements with a partner
Turning
1.
Turn your body to left and right, clockwise and counter-clockwise
PHYSICAL EDUCATION GRADES K-5
2.
3.
4.
5.
6.
D.
APPENDICES
257
Can you stand on one foot and turn around slowly, quickly, with a series of small hops?
Can you cross your legs with a turn and sit down? Can you get up again?
On signal, see if you can turn around once, moving slowly. Can you turn two, three or four
times?
See how many ways you can turn your partner
Play follow the leader; follow the turns of the leader
Twisting
1.
Glue your feet to the floor; can you twist your body to the left and right? Twist it slowly,
quickly? Can you bend and twist at the same time?
2.
Twist two or more parts of your body at the same time
3.
Can you twist one body part in one direction and another in the opposite direction?
4.
Is it possible to twist the lower half of your body without twisting the upper half?
5.
What can you twist while sitting on the floor?
6. Can you twist one body part around another part? Is it possible to twist together even more
parts?
7.
Balance on one foot and twist your body. Can you bend and twist at the same time?
8.
Make different shapes by twisting your body.
9.
Can you twist like a spring? Like a telephone cord?
10. Can you move and twist at the same time?
E.
Rocking and Swaying
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
F.
How many different ways can you rock?
Rock slowly-quickly
Can you be a rocking chair?
Lie on your back and rock; point your arms and legs toward the ceiling
Lie on your stomach and rock; can you hold your ankles and rock?
Can you rock in a standing position?
Can you rock and twist at the same time?
Lie on your back with knees up and rock from side to side
Rock two different ways with a partner
From a standing position, sway back and forth, right and left; experiment with different foot
positions; sway slowly and rapidly
Repeat swaying movements from a kneeling position
Stretching
1.
2.
3.
4.
5.
Stretch as many body parts as you can
Stretch arms, legs, feet in as many different directions as possible
How many ways can you stretch while sitting on the floor?
Lie on the floor and see if you can stretch 5 body parts at once
From a kneeling position, see whether you can stretch to a mark on the
floor without losing your balance
6.
Stretch your right arm while your left arm bends
7.
Can you stretch and become as tall as a giraffe?
8.
Stretch and make a wide bridge; have a partner go over and under and around your bridge
9.
Can you bend at the waist and touch your toes? See if you can keep your legs straight
while stretching them
10. Make a shape with your body; now stretch so it is larger.
G.
Pushing
PHYSICAL EDUCATION GRADES K-5
1.
2.
3.
4.
5.
6.
7.
8.
9.
H.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Reach for the ceiling and pull an imaginary object toward you quickly, or slowly and
smoothly
Use an individual tug-of-war rope and practice pulling at different levels with your hands
and arms, against a partner
From a kneeling position, pull an object
Can you pull with your feet while sitting on the floor?
Pretend to pull a heavy object while lying on the floor
Try to pull an object while standing on one foot
Holds hands with your partner and gradually pull as hard as you can
Have your partner sit down and see how slowly you can pull her/him
With your partner sitting on the floor, see whether you can pull her/him to her/his feet
Can you pull with different body parts?
Safety
Stress self-space establishment
V.
Evaluation
Teacher observation
VI.
References
Dauer, Victor P. and Robert P. Pangrazi. Dynamic Physical Education for
Elementary Children, 9th Edition, Minneapolis: Burgess Pub. Co., 1983.
Schurr, Evelyn L. Movement Experiences for Children. Englewood Cliffs, NJ:
Prentice-Hall, Inc., 1980.
VII.
The Non-Locomotor Movement Unit meets the Following Core Standards
A.
2.5
1.
258
Stand near a wall and push it from an erect position, then push with knees bent and one
foot behind the other. In which position can you push with more force?
Push an imaginary object that is very light; then image you are pushing a very heavy object
Can you push an object with your feet without using your arms and hands?
Try to push a partner over a line
Sit back-to-back with your partner; see whether you can move her/him
It is possible to lie on the floor and push?
Lie on the floor and push your body forward, backward and sideways
Lie on the floor and push yourself with one arm and one foot
Put a bean bag on the floor and push it with your elbow, shoulder, or another body part
Pulling
1.
IV.
APPENDICES
The following CPI's are included
a)
b)
c)
d)
e)
f)
#1
#2
#3
#4
#5
#6
PHYSICAL EDUCATION GRADES K-5
APPENDICES
VIII. The Following Cross-Content Workplace Readiness Standards Also Apply
A.
B.
C.
#3
#4
#5
259
PHYSICAL EDUCATION GRADES K-5
APPENDICES
260
PARACHUTE
I.
Introduction
Because of its uniqueness, the parachute is self-motivating and has proven to be
a popular piece of physical education equipment. In addition to being a valuable
fitness tool, the parachute may be used to introduce the concept of teamwork.
II.
Fundamental Skills
A.
B.
C.
D.
E.
III.
Locomotor skills
Non-locomotor skills
Overhand Grip
Underhand Grip
Combination Grip
Activities
A.
These exercise type activities can be used as a warm up to increase flexibility, toning, muscular
strength and cardiovascular endurance.
1.
Toe-toucher-Sit with feet extended under the parachute and the chute
held taut with a two-hand grip, drawn up to the chin. Bend forward and touch the grip to
the toes.
2.
Sit-ups-Extend the body under the parachute in a sit-up position so the stretched parachute
comes up to the chin when held taut. Perform sit-ups, each time returning to the tight parachute.
3.
Dorsal lifts-Lie prone, head toward parachute and feet pointed away from it. Grip the chute
and slide backward until there is some tension on it. Raise the chute off the ground by a vigorous lift of the
arms, with head and chest off the ground. Return.
4.
V-sit-Lie in position similar to that for dorsal lift but supine. Do V-up by raising both upper
and lower parts of body simultaneously to form V-position. Keep knees straight.
5.
Backward pulls-Face parachute and pull back away from the center. (Can be done from
sitting, kneeling or standing position.)
6.
Hip walk-Start with parachute taut. Using hip walk, move forward and return so chute is
taut again.
7.
Elevator-Begin with chute taut at ground level. Call out parts of the body; students raise or
lower chute to body part indicated, keeping it taut. (toes, knees, hips, waist, chest, shoulders, chin, eyes,
overhead)
8.
Running in place-Run in place while holding chute at different levels using different grips
9.
Trunk bender-Using one hand grip with side to chute, lean sideways and try to touch other
hand to ground; reverse hands
B.
Parachute Activities
1.
Merry-Go-Round
a.
With one hand grip move parachute around clockwise and counter-clockwise using
various locomotor skills.
PHYSICAL EDUCATION GRADES K-5
b.
2.
261
The parachute is lying on the floor. The students are kneeling while holding their
hands on the outside of the parachute. The students are divided into groups of four.
Teacher calls a specific number. These students climb on top of the parachute with
their heels in the center and lying on their backs on the parachute. The students
stand up with right hand on parachute facing clockwise. The students then walk in a
clockwise direction. The students in the center of the parachute are moving with the
parachute. At the completion of a turn the game is repeated until all students have a
ride on the merry-go-round.
Raising and lowering
a.
b.
c.
d.
3.
4.
5.
APPENDICES
Dome-raise and lower, holding edges to floor
Igloo-same, only reverse grip so students are inside when parachute is lowered
Mushroom-raise and move to center and let parachute lower itself. Students do not
release
Mushroom Release-same, only students release the chute and move back to watch
the mushroom fall
Shaking the rug: two-handed grip -move hands up and down. Short rapid movements.
Making waves: same as #3, but using larger movements.
Popping corn: same as making waves, but yarn balls, nerf balls, wiffle balls, or bean bags
are placed on top of chute.
6.
Circular dribble: one-hand grip on chute. All students face the same way and dribble a ball
with free hand. Start stationary and then move in a circle. Changes hands and direction
7.
Batman Cape and Kite Run-Half the group hold the parachute on one side. Then on the
signal run across the area holding the chute up so the unheld half trails like a cape or
floats like a kite. The other half returns doing the same.
8.
Burst the Bubble-Make bubble and hold down edges. Odd numbers hold down edges
while even numbers crawl on and break it. Then vice versa.
9.
Roll up the parachute-position of body and hands-sitting, palms up, face parachute. The
students hold their hands on the outside of the parachute. At the sound of the whistle, the
students use their hands and fingers to roll the large parachute into a smaller version.
Repeat game several times.
10. Pass the parachute-position of body and hands-sitting, palms up, face parachute. The
students sit on the floor with their legs under the parachute. At the sound of the whistle
the students pass the parachute from person to person in a clockwise direction. After
several moments, the students reverse direction (counter-clockwise). Repeat game
several times.
11. Thread the needle-position of body and hands-standing, palms up, face parachute. The
students hold their hands on the outside of the parachute. Teacher selects one student to
sit under the parachute as the students lift the parachute into the air. The students then try
to manipulate the parachutes so that the center touches the head of the student under the
parachute. Repeat several times choosing different students to sit under the parachute.
12. Rolling the playground ball-position of body and hands standing, palms ups, face
parachute. The students are standing with their hands on the parachute. Teachers places
a playground ball on top of the parachute. The students move the parachute so the ball
rolls on top of the parachute. The teacher has the students regulate the speed of the
moving ball.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
262
13. Evolution of a butterfly-position of body and hands-kneeling, palms up, face parachuteclockwise direction with right hand on parachute -counter-clockwise direction with left hand
on parachute. The students follow the rules for the Merry-Go-Round activity. The
students lying on the top of the parachute are moth. The students walking on the outside
of the parachute start moving toward the moths. This causes the parachute to cover the
moths. The students on the outside of parachute reverse direction and uncover the
cocoons. The students on the top of the parachute are now butterflies. This game is
repeated until all participants complete the cycle of moth to butterfly.
14. Number exchange-position of body and hands-standing up, palms up. The teacher divides
the class into two heads. The teacher calls out a specific locomotive skill and a number.
The students move to the other side of the parachute using the locomotive skill while
traveling under the parachute and hold the parachute with their hands. Repeat several
times. The students move under the parachute to the other side in a clockwise direction or
full circle to their original position on the parachute.
15. Ice cream cone-position of body and hands-standing, palms up, face parachute. The
students follow the rules for the umbrella activity. Once the parachute is lifted high above
the students, the students look inside the parachute and think of their favorite ice cream
flavor. At this time, the students try to taste the flavor. The students then take five steps
backward returning to the original position. Repeat several times.
16. Other activities include those where some of the students release their grip and move from
one place to another, i.e., change places with another, run to center and back. Stunts can
be performed by the students on the move. The object is to be where they belong before
the chute is lowered.
C.
Parachute Games
1.
2.
3.
4.
5.
6.
7.
8.
Sharks and minnows or jaws-position of body and hands-kneeling, hands up, face
parachute. The students kneel on the floor and hold their hands on the outside of the
parachute. The students count off by 6's. Teacher calls out two numbers. One of the
number called (sharks) goes under the parachute and spread out in different directions.
Then other number called (minnows) lie down with their legs under the parachute. The
rest of the class shake the parachute with a wave-like motion. At this time, the sharks
crawl toward the closest minnow, grab the ankles and pull the minnows under the
parachute. This game is repeated until all students have had the opportunity to be a shark
and a minnow.
Battle ball-position of body and hands-standing, palms up, face parachute. The students
follow the rules for rolling the playground ball on top of the parachute. Teacher divides the
class into two groups. Teacher places two playground balls on top of the parachute. At
the sound of the whistle, each group attempts to manipulate the opponent's ball off the
parachute. Repeat the game several times.
Mouse trap-position of body and hands-standing, palms up, face parachute. The students
hold their hands on the outside of the parachute. Teacher divides the class into several
groups. Teacher has one group sit in a circle under the parachute, lift over their heads,
quickly bring the parachute to the floor and kneel on the edge of the parachute. The
students under the parachute try to escape. All students must have a turn under the
parachute.
Cat and mouse-Students sit around parachute and hold it and shake it making waves. The
mouse crawls underneath the parachute. The cat crawls on top of the parachute. The cat
tries to catch the mouse by tagging him/her.
Team ball
Poison snake
Hole in one
Tug of war
PHYSICAL EDUCATION GRADES K-5
9.
10.
11.
12.
13.
14.
IV.
Three deep
Steal the bacon
Arena dodge ball
Exchange tap
Astronauts and Martians
Giant step in-Giant step out (start with one and go up to five)
Safety
A.
B.
V.
APPENDICES
Establish rules for movement under the parachute.
Remove sharp objects from fingers, hair and pockets.
Evaluation
Teacher Observation
VI.
References
Dauer, Victor P. and Robert P. Pangrazi. Dynamic Physical Education for
Elementary School Children, 9th Edition, Minneapolis, MN: Burgess Publishing
Co., 1983.
Holtz, Charles. Parachute Play.
VII.
The Parachute Unit Meets the Following Core Standards
A.
Standard 2.5
1.
The following CPI are included:
a)
b)
d)
B.
#1
#2
#4
Standard 2.6
a)
b)
#1
#2
VIII. The Following Cross-Content Workplace Readiness Standards Also Apply
A.
B.
C.
#3
#4
#5
263
PHYSICAL EDUCATION GRADES K-5
APPENDICES
264
PHYSICAL FITNESS
I.
Introduction
Physical fitness is ongoing and is a part of all other units. In addition to regular activities, each class
should include activities which contribute to one or more areas of fitness. Fitness testing can be used
to develop an awareness of proper fitness levels or to influence students to strive to improve on their
present fitness condition.
II.
Fundamental Skills
Physical Fitness Components
A.
B.
C.
D.
III.
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
IV.
Strength
Cardiovascular Endurance
Flexibility
Muscular Endurance
Cardiovascular
Endurance
Fitness
Flexibility
Percentile
Strength
Agility
Pulse Rate
Pulse Recovery
Annual Fitness Requirements
Specific fitness activities should be included in every class during the year. Emphasis on endurance
activities should be greatest during first and fourth marking periods when students can run outdoors.
Strength and flexibility should be emphasized during second and third marking periods when space is
limited. It must be remembered, however, that all components must be developed on a continuing
basis to attain/maintain fitness.
V.
Safety
A.
B.
C.
VI.
All test items and practice items must be thoroughly explained and demonstrated
Warm-ups should be done prior to testing
Test areas should be free of hazards
Evaluation
A.
Project Active
1.
2.
3.
4.
Modified sit-up
Flexed arm hang
Standing broad jump
8 minute run
PHYSICAL EDUCATION GRADES K-5
VII.
APPENDICES
B.
The President's Challenge -- Offered by the President's Council on Physical Fitness and Sports.
Percentiles are available for ages 6 to 17+. Awards are available for two levels of achievement.
C.
Chrysler AAU Physical Fitness Program-Performance criteria available for ages 6+. Certificate
and sticker available for all participants. Other certificates available for two levels of
achievement.
D.
Fitness Fest-an interschool fitness competition which includes fitness skills chosen from the
above standardized tests. Percentiles for testing can be used from other standardized tests or
may be agreed upon by cooperating teachers involved.
Fitness Alternatives
A.
B.
C.
Tai Chi
Tae Bo and other fitness videos
Yoga
VIII. References
1985 PCPFS Youth Fitness Survey. Washington, DC: 1986.
The President's Council on Physical Fitness and Sports.
The President's Challenge Instructor's Guide and Test Manual, Washington, DC: 1985.
Reiter, Gary. Fitness Fest.
Vodola, Thomas. Low Physical Vitality, Project ACTIVE, Oakhurst, NJ: 1975.
IX.
265
The Physical Fitness Unit meets the New Jersey Core Content Curriculum
Standards
A.
Standard 2.5
1.
The following CPI's are included:
a)
b)
c)
d)
e)
f)
B.
#1
#2
#3
#4
#5
#6
Standard 2.6
1.
The following CPI's are included:
a)
b)
c)
d)
e)
#1
#2
#3
#4
#5
PHYSICAL EDUCATION GRADES K-5
X.
APPENDICES
The following meets the Cross Content Workplace Readiness Standards
A.
B.
C.
#3
#4
#5
266
PHYSICAL EDUCATION GRADES K-5
APPENDICES
267
PLAYGROUND EQUIPMENT
I.
Introduction
Both traditional equipment and tire playgrounds provide numerous challenges for the children, while
allowing them to explore and find different ways of moving on the equipment. Playground equipment
aids in the development of balance, arm and leg strength, ability, confidence, and overall coordination. At the completion of the unit students will understand which muscle groups make them
successful climbers.
II.
Fundamental skills involve locomotor and non-locomotor movements
A.
B.
C.
D.
E.
F.
G.
H.
I.
III.
Activities
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
IV.
Climbing
Balancing
Sliding
Pumping Legs
See-sawing
Hanging
Swinging
Pushing off with legs
Jumping off
Swings
See-saw
Sliding board
Monkey bars
Tire mountain
Tire bridge
Swaying bridge
Glide
Overhead bars
Fireman pole
Chin up bars
Swaying rings
Balance beams
Others
Safety
A.
Traditional Playgrounds
1.
Swings
a.
stop with feet; never jump off
b.
students not on swings must walk far enough away from swings so as not to get hit
with a moving swing
2.
See-Saw
a.
Gently touch ground with see-saw; no hard bumping
b.
When your side is touching the ground, Do Not Jump Off so as to make your partner
go crashing to the ground
PHYSICAL EDUCATION GRADES K-5
B.
3.
Sliding Board
a.
Slide down feet first
b.
Never walk up the slide; always use the ladder
4.
Monkey Bars
a.
Always have a proper and secure hand hold and foot hold
b.
Never jump off the top
4.
5.
6.
Always hold on to all pieces of climbing apparatus with your hands at all times.
Always climb down from tire mountains and places of height-never jump.
If you feel yourself slipping off when hanging with hands from overhead bars, always land
on feet and bend knees.
When using overhead bars, always start movement on the first bar -never jump or dive
onto a bar of a further distance.
Always walk from one piece of equipment to another-no tire tag.
Never push on any piece of equipment.
Evaluation
Teacher observation of students skills
VI.
References
Misko, Elizabeth. Playground Equipment
VII.
The Playground Equipment Unit Meets the Following Core Standards:
A.
Standard 2.5
1.
The following CPI' s are included
a)
b)
c)
d)
e)
B.
268
Playgrounds (Tire and Modern)
1.
2.
3.
V.
APPENDICES
#1
#2
#3
#4
#6
Standard 2.6
1.
The following CPI's are included
a)
b)
c)
#3
#4
#5
PHYSICAL EDUCATION GRADES K-5
APPENDICES
269
RHYTHMS
I.
Introduction
Rhythmic activities in the primary grades help to develop gross motor coordination; enable the
children to develop the skill of moving in time with rhythm; and provide excellent opportunities for
fitness, development, involving vigorous movements and a maximum of participation. The rhythmic
unit for the primary grades is composed of fundamental rhythms, creative rhythms, singing games
and folk dances.
II.
Fundamental Skills
A.
B.
C.
D.
E.
III.
Moving in time to the rhythm
Draw step (step together)
Locomotor and non-locomotor movements
Partner-elbow and hand swing
Group circle movements
Activities
A.
Fundamental Rhythms-locomotor and non-locomotor movements
1.
2.
3.
4.
5.
B.
Creative Rhythms-children move creatively to music-they pretend to be
something or act out something
1.
2.
3.
C.
Let students move to the sound of a tom-tom or drum
To move is to be-Kimbo
Herb Alpert albums are excellent for locomotor movements
Let students bring in music
Use contemporary or club music with a strong steady beat.
Music for movement exploration -Kimbo
Animal rhythmics-Kimbo
Allow students to interpret music by moving
Singing Games
Grade Level
1-2-3
1-2-3
1-2-3
1-2-3
1-2-3
1-2-3
1-2-3
1-2-3
1-2-3
1-2
1
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Farmer in the Dell-Folkraft
London Bridge
Muffin Man-Folkraft
Looby Loo-Folkraft
Oats, Peas, Beans and Barley Grow-Folkraft
The Thread Follows the Needle
Mulberry Bush
Heads, Shoulders, Knees and Toes
In and Out the Windows-Folkraft
Did You Ever See A Lassie-Folkraft
I'm a Little Teapot
Others
PHYSICAL EDUCATION GRADES K-5
E.
IV.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Danish Dance of Greeting-Folkraft
Shoemaker's Dance-Folkraft
Chimes of Dunkirk-Folkraft
Indian Dance-Folkraft
Children's Polka-Folkraft
Jingle Bells (Modified)-Folkraft
Virginia Reel (Modified)-Folkraft
La Raspa (Mexican Hat Dance) Folkraft
Limbo-Folkraft
Circassian Circle-Folkraft
Skip To My Lou-Folkraft
Hokey Pokey-Folkraft
Bunny Hop-Folkraft
Others
Lets Dance Activities (Refer to NJ Frameworks pg 408)
Safety
A.
B.
C.
V.
Provide sufficient space for movement
In Circle Games and Dances, stress moving in the circle correctly-without pulling and pushing
When swinging a partner, in any manner, stress using an easy swinging motion-no rough swings
Evaluation
Teacher observation of skills and activities based on the following:
A.
B.
C.
VI.
270
Folk Dances
1-2
1
1-2
2-3
1-2-3
1-2-3
3
2-3
3
2-3
1-2-3
1-2-3
3
F.
APPENDICES
Moving in Time to the Rhythm
Basic Movements
Participation and Cooperation
References
Dauer, Victor P., and Robert P. Pangrazi. Dynamic Physical Education for
Elementary School Children, 9th Edition, Minneapolis, MN: Burgess
Publishing Co., 1983.
Kimbo. Jumpnastics, Deal, NJ. Kimbo Records, #LP6000. NJ Frameworks for
Physical Education.
VIII. The Rhythms Unit meets the Following Core Content Workplace Readiness
Standards
A.
Standard 2.5
1.
Cumulative Progress Indicators
a) 1
b) 2
c) 3
PHYSICAL EDUCATION GRADES K-5
APPENDICES
VIII. The Rhythms Unit Meets the Following Core Content Workplace Readiness
Standards
A.
B.
C.
#3
#4
#5
271
PHYSICAL EDUCATION GRADES K-5
APPENDICES
272
ROLLER RACES
I.
Introduction
Roller racers provide the students with endless opportunities for the development of the shoulder
girdle and overall coordination. Emphasis will be placed on safety and proper movement of the arms.
II.
Fundamental Skills
A.
B.
C.
III.
Activities
A.
B.
C.
D.
IV.
Raceway
Stations
Relays-Sitting and Kneeling
Obstacle Course
Safety
A.
B.
C.
V.
Proper balance while sitting so roller racer does not trip
Proper arm movement-smooth side to side movement of arms
Proper balance while kneeling
Never stand on roller racer
Keep distance between roller racers so students don't bump into one another.
Emphasize pass only on left; slower roller racers stay to the right.
Evaluation
Teacher Observation
VI.
References
Misko, Elizabeth. Activities With Roller Racers.
VII.
The Roller Racer Unit Meets the Following Core Standards
A.
Standard 2.5
1.
Cumulative Progress Indicators
a)
b)
c)
d)
#1
#2
#5
#6
VIII. The Roller Racer Unit Meets the Following Cross-Content Workplace
Readiness Standards
A.
B.
#4
#5
PHYSICAL EDUCATION GRADES K-5
APPENDICES
273
SCOOTER UNIT
I.
Introduction
Scooters afford the students opportunities for movement exploration, creativity and innovation. It
offers a means of development of the shoulder girdle not found in many other primary activities.
Emphasis will be placed on the basic positions and safety.
II.
Fundamental Skills
A.
Basic Positions
1.
Sitting
a.
b.
c.
d.
2.
Lying
a.
b.
c.
d.
e.
f.
3.
On stomach-use hands-feet in air
On stomach-use feet-hands on side
On stomach-hands and feet (elbows and knees)
On stomach-balance yourself (swim), elbows, spin
On back-hands and feet
On back-under shoulder, hands on the side, using only your feet-crab position
Kneeling
a.
b.
B.
Legs Crossed-use only hands, one hand
Use only feet (hands on side), one foot
Use hands and feet
Wiggle and try to move, spin
Using only hands, wiggle and try to move
One knee on the scooter, using hands and other knee, hands and other foot
Combination Skills
1.
2.
Tractor-arms and elbows on scooter, crawl around on knees
Slides-hands on sides of scooter, run behind and slide on the floor using different body
parts
a.
b.
c.
3.
4.
5.
6.
7.
8.
9.
10.
Knee slide
Body slide
Foot slide
Swimmers take off-lie on scooter, feet up to wall, spring off
Sit on scooter, face wall, and push off with feet
Parachute drag-hands on scooter, run behind and drag your body.
Push scooter with hands on the side of it, run behind it and sit on the scooter sideways.
Inch worm-put your heels on the scooter, life your body up by your hands and walk around
gym.
Put your heels on the scooter and spin around on your buttocks.
Dragster-sit on scooter, using feet only, hands form a steering wheel.
Reverse the parachute-put the parachute out, then pull it back (too hard for 1 st graders).
PHYSICAL EDUCATION GRADES K-5
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
C.
APPENDICES
274
Helicopter-belly flop with a spinning motion in the middle of it.
Wheelbarrow-knees on the scooter, lean straight out in front of you, moving only by using
your hands (seal walk).
Swimming stroke-crawl stroke, butterfly stroke.
Pop-a-wheel-kneeling, knee back on the scooter until the front wheels are off the ground-1)
knee flop position; 2) belly flop position.
Bunny hop-hands on the side of scooter, hop like a bunny, then belly flop. Knee flop-one
knee.
Knee surfing-knee flop, but kneel up.
Bullet-belly flop-hands pointing over your head.
Alligator-alternating hands and feet.
Knees-do the twist-3rd grade knee surf, do twist.
Knees, scooter twist-and while kneeling on scooter
turn it 1/4 turn at a time.
One knee flop-leg out to the side, not behind you (balance and strength).
Frog walk-sitting, feet on floor in front of you, arms go outside your legs and hands grab
ankles from inside.
Scooter tag-sitting, tagging on the seat.
Duck walk-sitting, feet on floor, walk on inside parts of your sneakers, knees are almost
touching the ground in front of you and on the side of the scooter (use both feet at the
same time).
Foot slide-run behind scooter, hold yourself up on two arms, slide only on toes of sneakers,
body is held straight and stiff.
Foot slide into knee flop; into belly flop.
Pollywog-kicking with both feet at the same time; using both hands at the same time.
Snake-do a body slide-then slither around.
Partners
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Car and wrecker-tow up to the wrecker, tow each other; show how he tows.
Both on stomach, person in back holds onto the feet of person in front; front pulls and then
back pulls.
Sitting, legs on floor in front of you, face your partner, join hands and spin around.
Both sitting, legs wrapped around person in front, use hands to move, sitting with legs
crossed.
Pretzel-sit with legs on scooter, holding hands, go under each other's arms in a circle.
Sit facing partner, one move forward, the other move backward (put feet up on each other's
scooters).
Kneel facing in opposite direction directions, hold one hand using the other hand to spin in
a circle.
Jet plane-hold hands with your partner.
Back to back, interlock arms, spin and move, hold hands, spin.
Sit facing each other, put feet on each other's lap and spin, using only hands.
Crab position-feet on partner's lap, one goes forward, one goes backward, sitting with legs
crossed on scooter with feet on the partner.
One person sitting with legs crossed on the scooter with the feet of her/his partner, who is
prone on another scooter, in her/his lap. The prone partner moves in a circle using the
sitting partner as a pivot.
Rowing the boat-partners facing each other, one sitting with legs crossed; the other sitting,
hands behind on floor; feet act as oars of the boat. Person sitting with legs crossed hold
other person's feet and rows.
Helicopter II-lying on stomach facing each other, hold onto the other person's scooter with
hands and spin.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
275
15.
Push and pull-sitting down facing your partner, put your feet on the front of your
partner's scooter hold hands, push and pull.
16.
Bird-back to back, hold arms out straight, hold hands and flap arms up and down and
move.
17.
Two-stage rocket-lying on stomach, holding the person's feet in front of you; last person
pushes off wall with feet while the first pulls with hands.
18.
Bulldozer-first person sits on his scooter with legs crossed, partner places his scooter
behind and holds onto sides of his scooter, runs behind pushing his partner.
D.
Group Activities
1.
2.
3.
4.
III.
Activities
A.
B.
C.
IV.
Remind students about catching their fingers under the wheels.
Never stand on scooter-(1 or 2 feet).
Never pick scooter up-scooter wherever you go (never walk with the scooter).
Scooter never leaves the possession of the driver (sitting, kneeling, lying, hands, and heels).
Only two directions after basic skills 1-12.
Keep head up -avoid accidents (two people to make an accident-look out for the other person).
Clothing-no sweaters, string ties, belt buckles, shorts (prefer old pants).
Remove-necklaces, bracelets, pins, big rings.
Tuck long hair inside of clothing or pin it up.
Do the skills in progression; tractor-belly flop; knee flop-surfing.
Turn scooter over, wheels facing ceiling whenever you are not on it.
Evaluation
A.
B.
VI.
Obstacle Course
Relays
Traffic Safety Unit
Safety
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
V.
Two groups make a circle and spin; whole class make a circle and spin. Groups of 3's-4's,
5's-6's; 1/2 class; whole class.
Train: feet wrapped around person in front of you.
Centipede/snake: sitting, arms around waist of person in front of you.
Follow the leader in groups of 3.
Skill Test-Timed Obstacle Course
Teacher Observation
References
Godwin, William. Movement Exploration With Scooters.
VII.
The Scooter Unit Meets the Following Core Content Standards
A.
Standard 2.5
1.
Cumulative Progress Indicators
a)
b)
#1
#2
PHYSICAL EDUCATION GRADES K-5
c)
d)
e)
f)
B.
APPENDICES
#3
#4
#5
#6
Standard 2.6; CPI 4
VIII. The Scooter Unit Meets the Following Cross Content Workplace Readiness
Standards.
A.
B.
C.
#3
#4
#5
276
PHYSICAL EDUCATION GRADES K-5
APPENDICES
277
SCARF UNIT
I.
Introduction
A scarf is an excellent piece of equipment to be used in the elementary physical education program. It
is a good lead-up activity for throwing and catching activities and aids in the development of eye-hand
coordination.
II.
Fundamental Skills
A.
B.
C.
D.
III.
Throwing
Catching
"X" Pattern
Holding two scarves in one hand so that the scarves are separated
Activities
A.
Activities-Involving one scarf
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
B.
Activities Involving Two Scarves
1.
2.
3.
4.
5.
C.
Throw the scarf up with two hands and catch with two hands.
Throw the scarf up with one hand catch it with two hands.
Throw the scarf up with one hand and catch with one hand.
See how high you can throw the scarf.
How can you make it go higher? (Jump and throw; roll the scarf into a ball).
Throw the scarf into the air, jump up and catch it.
Throw the scarf into the air, turn around and catch it before it falls to the ground.
Throw the scarf into the air and catch it with different body parts (head, back, foot, etc.).
Throw the scarf into the air and catch it at a low level; medium level; high level.
Throw the scarf into the air and let your body follow it as it floats to the ground.
Put the scarf in one hand and swing you arm so you make a circle; do it with your other
hand.
Put the scarf in your hand and move it in the shape of a figure "8".
Take the scarf in one hand and throw it diagonally across your body and catch it with the
other hand. Do this several times back and forth from hand to hand.
Throw the scarf into the air and see if you can keep it floating in the air by blowing it.
Put the scarf on the floor and try to move it across the floor by blowing it.
Locomotor movements while balancing the scarf on body parts.
Put one scarf in each hand and do arm circles.
Put one scarf in each hand and do figure "8"s.
Juggle the two scarves in the "X" pattern, tossing them diagonally across your body.
Put one scarf in each hand and swim-crawl and backstroke.
Put one scarf in each hand, march around and swing the scarves as if you're in a parade.
Activities Involving Three Scarves
1.
Juggling in columns-throw two scarves up in the air (one from each hand) so that they are
about 18" apart and parallel. Throw the third scarf up into the air between the first two.
Cue-"Throw two, then one". Continue this pattern.
PHYSICAL EDUCATION GRADES K-5
2.
3.
IV.
B.
Juggling in the "X" pattern-Make sure the hand holding the two scarves is the hand that
starts the toss. This pattern is formed by alternately, throwing a scarf from each hand in
front of and diagonally across the body.
Juggling in the cascade pattern-make sure the hand holding the two scarves is the hand
that starts the toss. Similar to the "X" pattern, but this pattern is thrown over the head.
Never lay extra scarves on the floor, have students tuck the scarves they are not using into their
pockets or waistbands
Provide Sufficient space for movement
Evaluation
Teacher Observation
VI.
References
Misko, Elizabeth, Movement Exploration with Scarves.
The National Circus Project. Westbury, NY.
Quintet Publishing. Juggling, Philadelphia, PA: Courage Books, 1993.
VII.
278
Safety
A.
V.
APPENDICES
The Scarf Unit Meets the New Jersey Core Content Curriculum Standards
A.
Standard 2.5
1.
The following CPI's are included
a)
b)
c)
d)
e)
f)
B.
#1
#2
#3
#4
#5
#6
Standard 2.6; CPI 4
VIII. The Following Cross Content Workplace Readiness Standards Apply
A.
B.
C.
#3
#4
#5
PHYSICAL EDUCATION GRADES K-5
APPENDICES
279
SOCCER
I.
Introduction
Soccer is a very popular team sport and an outstanding contributor to cardiovascular fitness.
Emphasis at the elementary level is placed on learning and developing proficiency in the basic skills
of dribbling, passing, tackling, shooting, throw-ins, and safety. In this way, modified or mini games, if
desired, can be played as a culmination of the unit.
II.
Fundamental Skills
*A.
Dribble
1.
2.
*B.
Passing
1.
2.
3.
4.
5.
*C.
Inside of foot
Outside of foot
Instep
Punt
Heel
Trapping
1.
2.
3.
4.
5.
*D.
*E.
F.
G.
H.
I.
J.
Control
Open Field
Sole of foot
Side of foot
Knee or knees
Chest
Thigh
Shooting
Goalie Skills
Heading
Throw Ins
Free Kick, Penalty Kick
Volleys
Ball Juggling
*These minimum skills must be taught in this unit.
III.
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Dribbling
Control
Passing
Trapping
Instep
Kick Off
Punting
Tackle
Volley
Goalie
K.
L.
M.
N.
O.
P.
Q.
R.
S.
Throw In
Forwards
Backs
Goal Area
Free Kick
Penalty Kick
Corner Kick
Goal Kick
Head
PHYSICAL EDUCATION GRADES K-5
IV.
APPENDICES
280
Reinforcement Activities
After the basic skills have been properly demonstrated and practiced, these are some activities that
may help reinforce the skills.
A.
B.
C.
Dribble Relay Races
Dribble Tag
Soccer Snatch
1.
2.
D.
E.
F.
G.
H.
One on one for tackling
Two on two for passing and tackling
Throw in dodge ball
Sideline Soccer
Soccer kickball (no hands)
Soccer obstacle relay kickball
Modified mini soccer games
1.
2.
Stress team work
Jobs of forwards (score) and backs (defense)-stay in own areas; backs-pass ball to
3.
4.
Stress controlling the ball and know where to pass ball-no wild kicks
Team members waiting for their turn on the sidelines can be used for throw ins
forwards
G
O
A
L
I
E
B
A
C
F
O
R
K
S
FOR
B
W
A
W
A
RDS
A
C
R
D
S
K
S
G
O
A
L
I
E
Backs must stay in the defensive half of the field; forwards must stay in the offensive half; lanes can be
drawn if played on blacktop; rotate positions after time limit.
V.
Safety
A.
B.
C.
VI.
Evaluation
A.
B.
C.
VII.
Perform warm-up activities
Discourage and penalize all rough play, pushing, tripping, etc.
Use nerf soccer ball for indoor play or when learning skills that students may be reluctant to
attempt with a regulation ball.
Skills test
Written test
Teacher observation of students skills during class situations
References
Dauer, Victor P., and Robert P. Pangrazi. Dynamic Physical Education for Elementary School
Children, 7th Edition, Minneapolis, MN: Burgess Publishing Co., 1983.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
Spindler, Trevor. Step by Step Soccer, New York, NY: Gallery Books, 1991.
Yannis, Alex. Soccer Basics, Englewood Cliffs, NJ: Prentice Hall, Inc., 1982.
Pollock, Robert. Soccer for Juniors, NY: Charles Scribners's Sons, 1980.
VIII. The Soccer Unit Meets the Following Core Curriculum Content Standards
A.
Standard 2.5
1.
The following CPI's are included
a)
b)
c)
d)
e)
f)
B.
IX.
#1
#2
#3
#4
#5
#6
Standard 2.6; CPI's 2,4
The following Cross-Content Workplace Readiness Standards also apply
a) #3
b) #4
c) #5
281
PHYSICAL EDUCATION GRADES K-5
APPENDICES
282
SOFTBALL
I.
Introduction
Softball incorporates all the skills of baseball requiring a smaller playing area and less equipment.
Emphasis is placed on the fundamental skills of catching, throwing, striking, and running. Rules are
modified as necessary to provide for safety and the skill level of the students.
II.
Fundamental Skills
*A.
Overhand Throw
1.
2.
3.
*B.
Underhand Pitch
1.
2.
3.
*C.
Above waist
Below waist
Looking ball in
Thrown in
Fly balls
Grounders
Line drive
Batting
1.
2.
3.
E.
Look toward target
Step toward target
Follow through
Catching
1.
2.
3.
4.
5.
6.
7.
*D.
Look toward target
Step toward target
Follow through
Stepping in
Watching the ball
Follow through
Base running
*These minimum skills must be taught in this unit.
III.
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
Base on balls-walk
Bunt
Diamond
Double play
Error
Fly-ball
Force play
Foul ball
Foul tip
Ground ball
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
Infield
Infield fly
Inning
Outfield
Overhand
Overrun
Strike
Tag play
Tag-Up
Underhand
PHYSICAL EDUCATION GRADES K-5
IV.
Skill Reinforcement Activities
A.
B.
C.
D.
E.
Pitching
Throwing and catching grounders and fly balls
Running the bases
Batting from a tee
Fielding practice
1.
2.
3.
4.
F.
G.
Game-Softball
Players must keep their eyes on the ball when fielding
Batters must drop the bat in a designed area before running
Catchers must wear masks and be 15' from the batter
Batting team should await their turns in a teacher designated dugout
Stress playing positions properly to avoid collisions with teammates and base runner
Evaluation
A.
B.
C.
VII.
One team practice fielding
One team practice batting alternate each day
Safety
A.
B.
C.
D.
E.
VI.
Ready position
Fielding grounders
Fielding fly balls
Throwing to bases
Team Practice
1.
2.
V.
APPENDICES
Skills test
Written test
Teacher observation of student's skills and knowledge in class situations
References
Dauer, Victor P., and Robert P. Pangrazi. Dynamic Physical Education for Elementary School
Children, 9th Edition, Minneapolis, MN: Burgess Publishing Co., 1983.
Educational Research Council of America Physical Education Program (ERCAPEP). Charles E.
Merrill Publishing Co., Columbus, OH 43216.
Meyer, Gladys C. Softball For Girls and Women. NY: Charles Scribner's Sons, 1982.
VIII. The Softball Unit meets the following Core Curriculum Content Standards
A.
Standard 2.5
1.
The following CPI's are included
a)
b)
c)
#1
#2
#3
283
PHYSICAL EDUCATION GRADES K-5
d)
e)
f)
IX.
APPENDICES
#4
#5
#6
The following Cross Content Work Place Readiness Standards also apply
A.
B.
C.
#3
#4
#5
284
PHYSICAL EDUCATION GRADES K-5
APPENDICES
285
STEP AEROBICS
I.
Introduction
Step aerobics is an excellent and enjoyable means to develop the cardiovascular endurance of
students. Through the use of simple or more complex step combinations, students are also given the
opportunity to develop agility, balance, a sense of rhythm, and overall co-ordination. Emphasis will be
placed on the basic skills and proper use of the step.
II.
Fundamental Skills
A.
B.
C.
D.
E.
F.
G.
H.
I.
III.
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
IV.
Basic steps and movements
Routines set to music
Safety
A.
B.
C.
VI.
High intensity
Low intensity
Target heart rate
Cardiovascular endurance and conditioning
Flexibility
Step
Strength endurance training
Aerobic
Activities
A.
B.
V.
Basic step (Step-Up R, Step-Up L; Step Down R, Step Down L)
Step Touch (One Step)
March in Place
Tap up; Tap down
Heel touches
Crossing the box (walk over)
Power up steps (raise knees and arms)
Grapevine
Step up kick
Warm-up before activity
Stress proper placement of feet on the step
Monitor the proper height of the step for students
Evaluation
Teacher observation of student skills and knowledge in class situations
Step Aerobics (cont.)
VII.
References
Brown, Dona, and Debbie Serafin. Advanced Step Combinations.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
Dykgraaf, Brenda. Superstep Exercise Video.
VIII. The Step Aerobics Unit meets the following Core Curriculum Content
A.
Standard 2.5
1.
The following CPI's are also included
a)
b)
c)
d)
e)
f)
B.
Standard 2.6
1.
The following CPI's are also included
a)
b)
c)
d)
IX.
#1
#2
#3
#4
#5
#6
#1
#2
#3
#4
The following Cross-Content Workplace Readiness Standards Also Apply
A.
B.
C.
#3
#4
#5
286
PHYSICAL EDUCATION GRADES K-5
APPENDICES
287
TENNIS
I.
Introduction
Tennis is an excellent sport to improve and maintain coordination, stamina, and agility. Learning its
basic skills and strategy concepts can have great carry-over value as a recreational sport for fun and
fitness maintenance.
II.
Fundamental Skills
*A.
*B.
*C.
*D.
*E.
III.
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
IV.
Grip
Forehand
Backhand
Serve
Volley
Serve
Return
Net
Racquet
Volley
Forehand Volley
Backhand Volley
Overhand Serve
Pre-activity Instruction
A.
B.
C.
Origin and history of tennis
Official rules (developed by United States Lawn Tennis Association)
Types of Playing Areas
1.
2.
3.
D.
V.
Blacktop
Grass
Clay
Parts of the Racquet
Activities, Drills and Games
All of these drills should be first demonstrated properly, then practiced individually against a wall,
graduating to the use of a partner.
*These minimum skills must be taught in this unit.
A.
Stance and Ready Position
1.
2.
B.
Forehand volley
Backhand volley
Overhand Serve
PHYSICAL EDUCATION GRADES K-5
C.
Activities with a partner using a net
1.
2.
3.
4.
5.
D.
Tennis baseball (lead-up games)
Introduction to regulation games
Safety
A.
B.
VII.
Forehand volleys
Backhand volleys
Combination volleys
Serve and return
Serve, return, and volley
Games
1.
2.
VI.
APPENDICES
Sufficient room must be provided for between students
Discourage hard hitting against the wall
Evaluation
A.
B.
C.
Skills test
Written test
Teacher evaluation of student's skills
VIII. References
Bockus, William. Check List For Better Tennis, New York: A Doubleday Dolphin Book, 1985.
Holtz, Charles. Activities for Tennis.
Metzler, Paul. Getting Started in Tennis, New York: Sterling Publishing Co., 1980.
Yannazzo, Jeffrey. Tennis Activities.
IX.
The Tennis Unit meets the following Core Curriculum Content Standards
A.
Standard 2.5
1.
The following CPI's are also included
a)
b)
c)
d)
e)
f)
B.
#1
#2
#3
#4
#5
#6
Standard 2.6
1.
The following CPI's are also included
a)
b)
#1
#4
288
PHYSICAL EDUCATION GRADES K-5
X.
APPENDICES
The following Cross-Content Workplace Readiness Standards Also Apply
A.
B.
C.
#3
#4
#5
289
PHYSICAL EDUCATION GRADES K-5
APPENDICES
290
TIRES
I.
Introduction
Tires are an inexpensive and innovative way to challenge children while they develop strength, agility,
and coordination.
II.
Fundamental Skills
A.
B.
C.
D.
E.
III.
Locomotor skills
Strength
Hand-eye Coordination
Balance
Agility
Activities
A.
Individual and Partner Activities (One tire for every 1 or 2 students)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
B.
Jump in and out of the tire forward.
Jump in and out of the tire backward.
Jump in and out of the tire sideways.
Repeat 1, 2, and 3, using a hop.
Run around the tire on the sidewalls.
Walk backward around tire without touching tire.
Make a bridge with the hands inside the tire and feet out.
Move the bridge around the tire.
Make a bridge with feet inside the tire and move around tire.
Make a bridge completely across the tire.
In a push-up position with the hands on the tire, circle the tire.
Do the same with the feet on the tire.
Spin the tire and see what you can do while moving around the tire as it spins.
Roll the tire and try to get in front of it and stop it.
Roll the tire and try to get in front of it and jump over it.
Roll the tire to your partner.
Roll the tire to your partner who tries to jump over it.
With your partner holding the tire upright, see how many ways you can go through it.
Experiment with different ways to lift and hold the tire in the air.
With two tires side by side, move in a figure 8 on sidewalls.
You and your partner roll tires toward each other across the area and try to hit your
partner's tire.
Do the same without hitting partner's tire-try to stop it. How many different ways can the
rolling tire be stopped?
Roll tire forward, keeping it in control as a dribble.
Do the same backward.
Roll two tires at once forward as in #23. (See if students choose to roll one at each side or
try to roll two together as one tire).
Stand insider the tire, pick it up and carry it
Activities with 4-5 Tires Placed on the floor in a line-0 0 0 0 0
1.
2.
Run around the tires in figure 8 style without touching tires.
Do the same, running backward.
PHYSICAL EDUCATION GRADES K-5
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
C.
Walk through the tires, placing one foot in center of tire and one foot between tires.
Do the same, running.
Run, placing one foot in center of tire and the other outside to the side of the tire.
Run, placing one foot on the nearest sidewall and one foot in center of tire.
Run, placing one foot on the nearest sidewall and the other on the far sidewall.
Jump in and out of the tires.
Hop in and out of the tires.
Leap over each tire without touching them.
Leap on the sidewalls of the tires and to the floor between tires.
Move tires close together and jump from the sidewalls of one tire to the net-0 0 0 0 0.
With tires still close, run on the sidewalls in a figure 8.
Set the tires up as in a football drill and run through them (keep knees high)0 0 0
0 0 0
Tug-of-war
Steal the bacon into tug-of-war (1 vs. 1; 2 vs. 2)
Use tires as targets for bean bags. Can be played as horseshoes. (1 pt. on tire; 2 pts. in)
Part of obstacle course.
Relays
a.
b.
V.
VI.
Roll tire on its side and run next to it.
Step inside tire, pull it up to your waist and run while carrying it like a life preserver.
Safety
A.
B.
Feet must be lifted high to avoid tripping when running, jumping and hopping through tires.
Keeping body and head erect helps maintain balance.
C.
D.
E.
F.
G.
Closely spot during tug-of-war (no letting go; stay off knees).
Mats can be used for greater safety when learning new activities.
Show how to lift tires by using leg muscles instead of back.
Never use steel-belted tires.
Match size of tire appropriately for grade level.
Evaluation
A.
B.
291
Activities
1.
2.
3.
4.
5.
IV.
APPENDICES
Certain skills can be selected for use as a skills test.
Teacher observation.
References
Dauer, Victor P., and Robert P. Pangrazi. Dynamic Physical Education For
Elementary School Children, 7th Edition, Minneapolis, MN: Burgess
Publishing Co., 1983.
Holtz, Charles. Movement Exploration With Tires.
Yannazzo, Jeffrey. Tire Activities.
PHYSICAL EDUCATION GRADES K-5
VII.
APPENDICES
The Tires Unit Meets the New Jersey Core Content Curriculum Standards
A.
Standard 2.5
1.
The following CPI's are included:
a)
b)
c)
d)
B.
#1
#2
#3
#4
Standard 2.6; CPI 4
VIII. The Unit Meets the Cross Content Workplace Readiness Standards
A.
B.
C.
#3
#4
#5
292
PHYSICAL EDUCATION GRADES K-5
APPENDICES
293
TOUCH AND FLAG FOOTBALL
I.
Introduction
This activity will introduce the student to the nature of football utilizing the basic elements of the sport,
but without the heavy contact of regular football. Emphasis at the elementary level will be placed on
the fundamental skills of passing, receiving, and kicking. Rules are modified as necessary to provide
for safety and the skill level of the students. By the fifth grade level, students may be introduced to
the scoring system as well as basic strategies of the game.
II.
Fundamental Skills
A.
B.
C.
D.
E.
F.
G.
III.
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
IV.
Passing
Receiving passes
Punting
Place kicking
Running-handoffs
Pass patterns
Blocking
Punt
Pass
Kick
Tee
Laces
Grip
Button Hook
Curl
Fly
Block
Center
Ends
Quarterback
Running back
Spiral
Post
Flag
R.
S.
T.
U.
V.
W.
X.
Y.
Z.
AA.
BB.
CC.
DD.
EE.
FF.
GG.
Demonstration and Explanation of Skills
A.
Passing
1.
2.
3.
4.
B.
Grip
Stance
Release of Ball-wrist action
Follow through
Receiving
1.
2.
Keep eyes on ball
Catch with your fingers
Offsides
Pass interference
Offense and defense
Line of scrimmage
Huddle
Extra Point
Hand off
Interception
Safety
End zone
First down
Fumble
Kick off
Lateral
Touch down
Field foal
PHYSICAL EDUCATION GRADES K-5
3.
C.
Placement of ball in arm
Hand placement for receiving a hand off
Giving and receiving a lateral
Follow blockers
Pass Patterns
1.
2.
3.
4.
V.
Shoulders square to the ball
Balance weight evenly on both feet
Keep head down and look directly at a spot just below the ball's center
Kicking toe should point directly down field
Kicking leg should swing forward, knee bent, finish with a snap of lower leg
Follow through even though the kick has been made
Field goals
Running
1.
2.
3.
4.
F.
Stance
Placement of ball in hands
Placement of dropped ball on foot
Point toe
Keep eye on ball
Snap of lower leg
Follow through
Body lean
Place kicking
1.
2.
3.
4.
5.
6.
7.
E.
Bring ball into your body
Punting
1.
2.
3.
4.
5.
6.
7.
8.
D.
APPENDICES
Down and out
Curl
Post
Fly
Activities and Games
A.
B.
C.
D.
E.
Punt, pass, and kick contest
Running relays-practice carrying the ball, handoffs and centering
Football baseball (Punting, Passing, or Kicking)
Football obstacle relay baseball
Modified mini games
1.
2.
3.
Blocking-above waist only; not allowed to leave feet
Explain rules of game
Flag or Touch Football Game
a.
b.
stress team work
stress knowledge or positions
1)
line to block
294
PHYSICAL EDUCATION GRADES K-5
2)
c.
d.
VI.
295
ends-pass patterns
explain penalties
review scoring
Safety
A.
B.
C.
D.
E.
VII.
APPENDICES
Warm up to prevent injury
Blockers are not allowed to leave their feet
Blocking above waist only (hands only; no head contact)
All fumbles are considered dead and cannot be recovered
All rules must be strictly enforced
Evaluation
A.
B.
C.
Skills test
Written test
Teacher observation of student's skills and knowledge in class situations
VIII. References
Dauer, Victor P., and Robert P. Pangrazi. Dauer, Victor P., and Robert P. Pangrazi. Dynamic
Physical Education for Elementary School Children, 7th Edition, Minneapolis, MN: Burgess
Publishing Co., 1983.
Educational Research Council of America Physical Education Program, (ERCAPEP). Charles E.
Merrill Publishing Co., Columbus, OH 43216.
Malloy, Doug. Spalding Football Drill Book, Indianapolis: Masters Press, 1993.
White, Reggie and Larry Reid. , Indianapolis: Masters Press, 1993.
White, Reggie and Larry Reid. The Reggie White Touch Football Play Book, Warrenton, VA:
Warrenton Press, Inc., 1992.
IX.
The Touch and Flag Football Unit meets the following Core Curriculum Content Standards
A.
Standard 2.5
1.
The following CPI's are also included
a)
b)
c)
d)
e)
f)
X.
#1
#2
#3
#4
#5
#6
The following Cross-Content Workplace Readiness Standards Also Apply
A.
B.
C.
#3
#4
#5
PHYSICAL EDUCATION GRADES K-5
APPENDICES
296
TOYS IN THE BOX
I.
Introduction
Toys in the Box is an activity which can successfully be implemented in grades K-8. This is a selfmotivating activity as a variety of equipment is used to challenge the students as they enhance such
skills as eye-hand and eye-foot coordination, throwing skills and striking skills as well as the basic
skills of balance. Toys in the Box can be modified in any capacity to meet or challenge the skill level
of your students.
II.
Organization
Following is a list of activities to use in progressive order. To implement this unit, divide your class
into even teams of 4 or 6. An even number works much better than an odd number. The students
are lined up at one end of the gym and the equipment in the box at the other end. The teacher gives
the instruction (listed below) for the activity and the first student in line runs down, gets the equipment
and performs the stunt as he brings the equipment back to the next person in line. He in turn
receives the equipment and continues to perform the stunt and the process continues until the entire
team has had a turn. If you choose, you may award points for each team as it finishes.
III.
Activities
A.
Level I
1.
2.
3.
4.
5.
6.
B.
Level II
1.
2.
3.
4.
5.
6.
C.
Dribble a basketball.
Dribble a soccer ball.
Throw a round ball into the milk crate from the starting line.
Ping pong paddle and balloon.
Frisbee and baton.
Lay down on the scooter and push a soccer ball down to your partner.
Level III
1.
2.
3.
4.
5.
IV.
Nerf football-run like a halfback.
Sponge ball between knees -jump.
Ping Pong paddle-wiffle ball-push on floor
Frisbee upside down with a round ball balanced on it.
Hula hoop-jump in, bring hoop over head, jump in again.
Use the scooter in the belly flop position.
Walk jump rope down.
Put roll of tape on top of your head, place the tennis ball in the middle of
the tape.
Balance the bean bag on the end of the baton.
Stand the tape up, put the baton inside the tape and roll the tape to the
other end.
Balance the Frisbee on your head.
Safety
A.
Students must have ample room between teams to perform activities.
PHYSICAL EDUCATION GRADES K-5
B.
C.
D.
V.
APPENDICES
Be sure area is free of any debris. (Can be done inside or outside)
Be sure all students completely understand instructions.
As students complete their activity, they should be seated in line.
Evaluation
Teacher observation of student's skill in classroom situations.
VI.
Reference
Godwin, William. Toys in the Box.
VII.
The Toys in the Box Unit Meets the New Jersey Core Content Curriculum
Standards
A.
Standard 2.5
1.
The following CPI's are included
a)
b)
c)
d)
e)
f)
B.
#1
#2
#3
#4
#5
#6
Standard 2.6; CPI 4
VIII. The Unit Meets the Cross Content Workplace Readiness Standards
A.
B.
C.
#3
#4
#5
297
PHYSICAL EDUCATION GRADES K-5
APPENDICES
TRACK AND FIELD
I.
Introduction
These activities will introduce the students to the running and field events of a track meet. The
fundamental locomotor skills of running, jumping, and leaping are utilized as well as the basic sport
skill of throwing. Activities are modified as necessary to provide for safety and the skill level of the
students. Endurance events also provide for a cardiovascular activity.
II.
Fundamental Skills
A.
Running
1.
2.
B.
Starts
1.
2.
C.
D.
E.
F.
G.
H.
I.
III.
Sprinter's start
Standing start
Standing Broad Jump
Relays
Shot Put
Discuss
Hurdles
Long Jump
High Jump
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
IV.
Sprints
Endurance
Endurance Start
Sprinter's Start
Starting Commands
Running
Pace
Sprinter
Distance Runner
Jumper
Thrower
Hurdler
Standing Broad Jump
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
Long Jump
High Jump
Take Off Foot
Hurdle
Relays
Hand Off
Anchor Leg
Baton
Shot Put
Discuss
Events
A.
Running Events
1.
Running form
a.
Sprinter
1)
2)
upper body straight and forward
arms swing in opposition to legs
298
PHYSICAL EDUCATION GRADES K-5
3)
4)
5)
B.
C.
D.
E.
c.
arms are bent at elbow and swing is forward to backward plane (not across
body)
knee lift is upward
runners should be up on toes
relaxation of upper body
slight lean forward
head is straight not titled
runners should not be on their toes (heel to toe movement)
arms should be relaxed and flow naturally with body rhythm
students must be conditioned over a period of time before being required to
run distance events
Relays
1)
2)
3)
exchange zone
hand off
anchor leg
Jumping Events
1.
VII.
299
Pre- warm-up and stretching exercises must be used before participation
The dangers involved in throwing must be emphatically explained and continually reinforced
Appropriate landing facilities, i.e., crash pad or landing pit, must be utilized in all jumping debris
activities
Check jumping pits for
1)
2)
3)
4)
5)
6)
B.
APPENDICES
Standing broad jump
Evaluation
A.
B.
C.
Skills test
Written test
Teacher observation of students' skills and knowledge in class situations
VIII. References
Dauer, Victor P., and Robert P. Pangrazi. Dynamic Physical Education for Elementary School
Children, 7th Edition, Minneapolis, MN: Burgess Publishing Co., 1983.
Educational Research Council of America Physical Education Program, (ERCAPEP). Charles E. Mb
1.
Distance runners take off
1)
2)
2.
knee bend
arm swing
Long jump
a.
b.
c.
approach
take off
landing
PHYSICAL EDUCATION GRADES K-5
3.
High jump
a.
b.
c.
C.
Shot put-shot or softball
a.
b.
c.
d.
e.
2.
grip
flick of wrist
angle of release
spin in circle
follow through
Lead Up Games and Activities
A.
B.
Mini track meet
Competition in each event
Safety
A.
B.
IX.
grip
pushing action of arm
standing put
glide
follow through
Discuss
a.
b.
c.
d.
e.
VI.
approach
take off
jump-roll, scissors, flop
Weight Events
1.
V.
APPENDICES
Students must be conditioned over a period of time before being required to
run distance events
Propeerrill Publishing Co., Columbus, OH 34216
The Track and Field Unit Meets the following Core Curriculum Content
Standards
A.
Standard 2.5
1.
The following CPI's are also included
a)
b)
c)
d)
e)
f)
B.
#1
#2
#3
#4
#5
#6
Standard 2.6
1.
The following CPI's are also included
300
PHYSICAL EDUCATION GRADES K-5
a)
b)
X.
APPENDICES
#2
#4
The following Cross-Content Workplace Readiness Standards Also Apply
A.
B.
C.
#3
#4
#5
301
PHYSICAL EDUCATION GRADES K-5
APPENDICES
302
VOLLEYBALL
I.
Introduction
Volleyball is a very popular sport which introduces concepts of teamwork without requiring high levels
of skill. It develops eye-hand coordination while emphasizing the locomotor skills of sliding and
jumping. The skills of bump, volley, serve, rotation, and scorekeeping are introduced utilizing modified
equipment where appropriate
II.
Fundamental Skills
A.
B.
C.
D.
E.
F.
G.
H.
I.
III.
Terminology
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
IV.
Bump/Dig pass
Overhead pass
Spike
Underhand serve
Overhand serve
Sidearm serve
Rotation
Block
Scorekeeping
Bump
Dig
Volley
Serve
Spike
Block
Double hit
Net Ball
Side Out
Point
Rotation
Set up
Lift
Lead Up Games and Activities
A. Bump Keep It up-Form circle; using only bump, keep ball in air. Count number of bumps, missesdouble hit, and ball hits floor or ceiling, lifting ball. Use with overhead hit as well. With small
groups this can be used as a cardiovascular warm up.
V.
Safety
A.
B.
C.
VI.
Balls should be returned to opposing team under the net.
Wheels on standards should face away from court.
Stress playing own position to avoid children chasing ball anywhere on court.
Evaluation
A.
B.
Skills test
Written test
PHYSICAL EDUCATION GRADES K-5
C.
VII.
APPENDICES
Teacher observation of student's skills during classroom situations
References
Bertucci, Bob and James Peterson. Volleyball Drill Book-Individual Skills, Indianapolis: Masters
Press, 1992.
Dauer, Victor P., and Robert P. Pangrazi. Dynamic Physical Education for Elementary School
Children, 7th Edition, Minneapolis, MN: Burgess Publishing Co., 1983.
Educational Research Council of America Physical Education Program, (ERCAPEP). Charles E.
Merrill Publishing Co., Columbus, OH 34216.
VIII. The Volleyball Unit meets the following Core Curriculum Content Standards
A.
Standard 2.5
1.
The following CPI's are also included
a)
b)
c)
d)
e)
f)
B.
Standard 2.6
1.
The following CPI's are also included
a)
b)
IX.
#1
#2
#3
#4
#5
#6
#1
#4
The following Cross Content Workplace Readiness Standards Also Apply
A.
B.
C.
#3
#4
#5
303
PHYSICAL EDUCATION GRADES K-5
APPENDICES
WHITTLE
I.
Introduction
Whittle is a very unique set of equipment-it provides numerous challenges for the children while
allowing them to progress at their own rate. It aids in the development of confidence, arm and leg
strength, agility, and overall coordination. Emphasis is placed on spotting and safety.
II.
Fundamental Skills
A.
Trestle
1.
Hanging
a.
b.
2.
Swinging
a.
b.
3.
Up-down
Inside-outside
Over-under-through
Cargo Net
1.
2.
Proper foot and arm grips
Supporting own weight
a.
b.
3.
4.
Arms
Feet
Hanging
a.
b.
Hands
Knees
Climbing
a.
b.
c.
C.
Hands
Knees
Climbing
a.
b.
c.
B.
Hands
Knees
Up-down
Over-through-under
Diagonally
Horizontal Bar
1.
Hanging
a.
b.
Hands
Knees
304
PHYSICAL EDUCATION GRADES K-5
1.
2.
3.
III.
APPENDICES
Protect head and neck areas
No one may go on equipment without a spotter
Spotters help enforce safety rules
Activities
A.
Trestle
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
B.
Cargo Net
1.
2.
3.
4.
5.
6.
7.
8.
9.
C.
Climb up and down on the outside of the trestle.
Climb up and down in the inside of the trestle.
See how high you can climb.
Climb up one way and down another
Hang from the bar with your hands and pedal like a bicycle.
Support your body between two bars.
Hang by your body between two bars.
Climb up, over, and down the other side.
Go over one bar and under the next.
Climb under to the other side.
Hang by your knees and swing.
Climb up and down the net.
Climb through a net hole.
Hang by your knees.
Hang by your hands.
Swing on the net.
Climb up, over, and then down the other side.
Climb diagonally across the net.
Climb from the trestle to the net and back to the trestle.
Climb using just your hands.
Horizontal Bar-Low or High
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Hang and swing by hands-high
Hand and swing from knees-low
Sit on the bar, then hang from your knees-low.
Hang from your hands and jump to the floor-high
Hang from the bar and pedal like on a bicycle-high
Find new ways of hanging from the bar.
Hang from your hands-move from one end of the bar to the other using
hand-to-hand motion-travel sideways-high.
Travel forward along the bar with a hand-over-hand motion-high
Hang from the bar with your hands-travel backward along the bar-high
Hook your hands and legs around the bar and move from one end to the other while
traveling under the bar.
Hook your hands and legs around the bar and move from one end to the other while
traveling on top of the bar.
Move across the bar by sliding forward.
See how many ways you can hold onto the bar.
See if you can do a chin-up on the bar-high.
305
PHYSICAL EDUCATION GRADES K-5
15.
16.
17.
18.
D.
Go up and down the ladder using hands and feet.
Find other ways of moving up and down the ladder using hands and feet.
Crab walk up and down the ladder.
Climb up the ladder and slide down.
Weave in and out of the rungs.
Go up the ladder without touching the rungs.
Move down the ladder head first.
Move up and down the ladder without using your hands.
Move up and down the ladder using just your arms.
Balance a bean bag on different parts of your body while climbing the ladder.
Climb up on side and down the other.
Find new ways of moving up and down the ladder.
Ladder-Horizontal
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
F.
See if you can do a pull-up on the bar-high.
Hang from the bar like you are clothes hanging on a clothesline.
Hang from the bar and pretend you are a plant in a wind storm.
Find new ways of moving across the bar.
Ladder-Inclined
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
E.
APPENDICES
Move along the top of the ladder from one side to the other.
Crab-walk along the top.
Slide along the top.
Hang from your hands and swing.
Hang from your knees and swing.
Move along the underneath side of the ladder.
Move along the underneath using just hands.
Move along the underneath using hands and feet.
Find new ways to hang from the ladder.
Hang from your hands and bring your legs up so that they are parallel to the floor.
Hang from your hands and pedal your feet like a bicycle.
Hang from your hands and move your legs back and forth like a scissor.
Move from one side to the other using only the side rail.
Find new ways of moving on top of and underneath the ladder.
Curved Bridge-Rainbow
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Move across the top from one side to the other.
Crab walk across the top.
Move like a snake across the top.
Find new ways of moving across the top.
Go across the bottom without touching the floor.
Go across the bottom using hands and feet.
Go across the bottom using only hands.
Hang from your hands and swing.
Hang from your knees and swing.
Hang onto the rainbow with one hand.
Move like a monkey across the top.
Hang from the side rail with your hands and move from one end to the other.
Hang from the rainbow with one hand for 10 seconds.
Find new ways of moving across the bottom.
306
PHYSICAL EDUCATION GRADES K-5
G.
Climb up the bars facing forward.
Climb up the bars facing backward.
Slide down the bars.
Find different ways to slide down the bars.
Climb up the bars sideways.
Find ways of moving up and down the bars using the underside.
Lay on your stomach and pull yourself up the bars with your hands.
Climbing Rope
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
K.
Support your body on the bars.
Move from one end to the other across the top of the bars.
Move forward across the top of the bars.
Move backward across the top of the bars.
Find new ways of moving across the top of the bars.
See how many animal walks you can do across the bars.
Move from one end to the other underneath the bars.
Find different ways of moving underneath the bars.
Hang from your knees on one bar.
Hang between the bars.
Do a front arm support between the bars and swing your legs.
Move across the bars by having your hands on one bar and your legs on the other.
Parallel Bars-Inclined
1.
2.
3.
4.
5.
6.
7.
J.
Use the rainbow as a sliding board.
Crab walk up and down the top side.
Climb up and down the bottom side.
Move up and down sideways.
Find new ways of moving up and down.
Parallel Bars-Horizontal
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
I.
307
Curved Bridge-Rainbow-Inverted
1.
2.
3.
4.
5.
H.
APPENDICES
Jump up onto the rope and swing-"Tarzan Swing".
Lay down, hold onto the rope and pull yourself up to a sitting position.
Pull yourself up from a sitting to a standing position.
Pull yourself up from a lying to a standing position-keep legs straight.
Jump up and hang on the rope and pedal your legs like a bicycle.
Jump up and grab rope-pull up and lower your body several times.
Standing next to the rope, hold rope at waist level; lean back on one heel, straighten arms
and lift the other heel-spin around.
Climb the rope and touch the top bar.
Climb the rope without using your feet.
Hand upside down on the rope.
Trapeze
1.
2.
3.
4.
Climb from the trestle to the trapeze and back again.
Sit on the trapeze and swing.
Sit and drop to a knee hang.
Hang from your knees and swing.
PHYSICAL EDUCATION GRADES K-5
5.
6.
7.
8.
9.
L.
308
Hang from your knees, hands on bar, and do a backward roll dismount.
Hang from your hands and swing.
See how many chin-ups you can do.
While swinging slowly from your hands, dismount by jumping and landing on your feet with
bent knees.
Hang from your knees and swing. Dismount by landing on feet.
*Teacher must spot this activity.
Balance Beam
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
M.
APPENDICES
Walk forward and backward with your arms at different positions.
Walk sideways-closing steps and crossing steps.
Walk slowly, touching heel against toe.
Walk backward, touching heel against toe.
Walk across the beam, turn without stepping off, and walk back sideways.
Walk across the beam without falling off.
Walk across the beam, turning half way around with each step.
Cross the beam while tossing and catching a bean bag.
Move across the beam without using your feet.
Find different ways of moving across the beam.
Walk the beam while balancing a bean bag on your head.
Move across the beam while touching two hands to the floor.
Tip-toe across the beam.
Move across the beam at different levels.
Walk across the beam and change directions.
Balance on the beam on one leg.
Find other parts of your body on which you can balance.
Balance your body on two or more parts on the beam.
Pull yourself across the beam using just your hands.
Kneel on one knee, then stand up.
Walk with a partner on the beam.
Exchange places with your partner on the beam-without falling off.
Challenges and Activities of a General Nature For The Equipment
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
See how many ways you can move from one side of the equipment to the other.
Move across the equipment using just hands.
See how many ways you can move over a piece of equipment.
Find new ways to get to the top of a piece of equipment.
Play follow the leader on the equipment.
Move across the equipment while always touching another person.
Move across the equipment backward.
Move across the equipment sideways.
Move across a piece of equipment on your stomach.
Move across a piece of equipment on your back using arms and legs.
Using one piece of equipment, see how many body parts you can have touching it while
moving from one side to the other.
One which pieces of equipment can you pull yourself up?
See if you can climb a piece of equipment using just your hands.
Climb down head first.
Climb without using your feet.
Swing from any piece of equipment.
Swing from two hands; one hand.
PHYSICAL EDUCATION GRADES K-5
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
N.
IV.
APPENDICES
309
Swing from your knees.
See how many pieces of equipment you can crawl underneath.
Crawl from on piece of equipment.
Crawl up or over a piece of equipment.
See how many ways you can hang from a piece of equipment.
Hang upside down without using hands.
Hang using one hand.
Find a way to hand without using hands.
Hang using one hand and leg.
Hang from your knees.
See how many pieces of equipment on which you can balance.
Balance on 1, 2, and then 3 parts of your body.
Balance on different body parts.
Balance yourself so that half of your body is on one side of the equipment and the other
half is on a different side.
Balance your body so that you are on two pieces of equipment.
Use the equipment to make your body tall and big; short and small.
Find different ways of being higher than a piece of equipment.
Move under a piece of equipment without touching it.
Find different ways of being higher than a piece of equipment.
Make your body into the same shape as the equipment.
Curl around the equipment.
Curl up on a piece of equipment; curl under a piece.
Make your body perpendicular to, parallel to, the equipment.
Make a letter of the alphabet using your body and a piece of equipment.
Make a letter while hanging on the equipment.
Pretend you are different animals moving on the equipment.
Make a bridge with your body between two pieces of equipment.
Make your body cover as much of the equipment as possible; as little as possible.
See how many pieces of equipment you can touch at the same time.
Position your body on a piece of equipment so that your hands and feet are pointing to the
ground.
See how many different ways you can touch the equipment.
Using your body, make a bridge between two pieces of equipment.
Pull yourself up from a lying position using only your hands.
Stretch your body on the equipment several ways.
Using one piece of equipment, see how many body parts you can have touching it while
moving from one side to the other.
See how many chin-ups or pull-ups you can do on a piece of equipment.
Obstacle Course
Safety
A.
B.
C.
D.
E.
F.
G.
H.
Teacher must check equipment every period.
Teacher must check all attachments when they are put up.
Whenever leaving gym for any length of time, lock all doors or dismantle equipment and put it
away.
Teach spotting procedures for each piece of equipment.
Establish a "Buddy" or "Tri-Buddy" spotting system.
Specifically tell students what will be permitted and not permitted on each piece of equipment.
Cover as much floor space as possible under the equipment with mats.
Equipment must only be used under the supervision of a physical education teacher.
PHYSICAL EDUCATION GRADES K-5
I.
All jewelry must be removed.
2.
Swinging
a.
b.
3.
4.
Sliding
Climbing
a.
b.
c.
d.
2.
3.
Hands
Knees
Sliding
Curved Bridge (Rainbow)
1.
Hanging
a.
b.
2.
3.
Hands
Knees
Climbing over-under-through
Sliding
Parallel Bars-Horizontal/Inclined
1.
2.
3.
G.
Up
Down
Through
Both sides
Hanging
a.
b.
F.
Arm hang-drop to mat
Dismount to any piece of equipment and climb to floor
Ladder
1.
E.
Hang
Sit to knee hang
Dismounts
a.
b.
5.
Hands
Knees
Mount
a.
b.
D.
APPENDICES
Arm support-swing
Climb inclined bars
Sliding
Rope (climbing)
310
PHYSICAL EDUCATION GRADES K-5
1.
2.
3.
4.
H.
Supporting own weight (hand and foot positions)
Pull to stand from sitting and lying position
Support weight and swing
Climbing
Trapeze
1.
Hanging
a.
b.
2.
b.
V.
Sitting
Hands
c.
Knees
Balance Beam
1.
2.
3.
4.
J.
Hands
Knees
Swinging
a.
I.
APPENDICES
Walk forward
Walk backward
Walk sideways (closing steps and crossing steps)
Balance on different body parts
Spotting
Evaluation
Teacher observation of skills and activities
VI.
References
Bunker, Linda K., Ph.D. An Approach To Movement Education Through Whittle
And Gym Thing, University of Virginia, VA: No date.
Dauer, Victor P., and Robert P. Pangrazi. Dynamic Physical Education for
Elementary School Children, 7th Edition, Minneapolis, MN: Burgess
Publishing Co., 1983.
Misko, Elizabeth. Whittle Task Cards.
VII.
The Whittle Unit Meets the Following Core Curriculum Content Standards
A.
Standard 2.5
1.
Also included are the following CPI's.
a)
b)
c)
d)
#1
#2
#3
#4
311
PHYSICAL EDUCATION GRADES K-5
e)
f)
B.
APPENDICES
#5
#6
Standard 2.6; CPI 4
VIII. The Following Cross Content Workplace Readiness Standards Also Apply
A.
B.
C.
#3
#4
#5
312
PHYSICAL EDUCATION GRADES K-5
APPENDICES
313
Bibliography
American Alliance For Health, Physical Education, Recreation and Dance (AAHPERD). Archery, A Planning
Guide For Group And Individual Instruction. Waldorf, MD: 1975.
American Heart Association. Jump For The Health Of It, American Alliance for Health, Physical Education,
Recreation and Dance.
American Junior Bowling Congress, 5301 South 76 th Street, Greendale, WI 53129.
Bauer, Gerhard, Soccer Techniques, Tactics, and Teamwork, NY: Sterling Publishing Co., 1993.
Bell, Barbara, Balloon Activities.
Bell, Barbara, Beachball Activities.
Bertucci, Bob and James Peterson. Volleyball Drill Book, Indianapolis: Masters Press, 1992.
Bertucci, Bob and James Peterson. Volleyball Drill Book-Individual Skills, Indianapolis: Masters Press,
1992.
Bockus, William. Check List For Better Tennis, New York: Doubleday Dolphin Book, 1985.
Brown, Dona and Debbie Serafin. Advanced Step Combinations.
Bunker, Linda L., Ph.D. An Approach To Movement Education Through Whittle and Gym Things. University
of Virginia, VA: No date.
Crisfield, D.W. Pick-Up Games, New York: Facts On File Inc., 1993.
Dauer, Victor P., and Robert P. Pangrazi. Dynamic Physical Education For Elementary School Children, 9th
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Dolan, Edward F. The Complete Beginner's Guide To Gymnastics, Garden City, NY: Doubleday and Co.
Inc., 1980.
Dykgraaf, Brenda. Superstep Exercise Video.
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Folkraft Records, Newark, NJ.
Fowler, John S. Movement Education, Philadelphia: Saunders College Publishing, 1981.
Fox, Robert A. Basketball-The Complete Handbook Of Individual Skills, Englewood Cliffs, New Jersey:
Prentice Hall, 1988.
Garfinkel, Howard. Five Star Basketball Drills, Indianapolis: Masters Press, 1988.
Godwin, William. Activities Using Beanbags.
Godwin, William. Balance Equipment.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
314
Godwin, William. Movement Exploration With Balls.
Godwin, William. Movement Exploration With Hoops.
Godwin, William. Movement Exploration With Scooters.
Godwin, William. Toys In The Box.
Hinkson, Jim. Lacrosse Fundamentals, Los Angeles, CA: Warwick Publishing Inc., 1993.
Holtz, Charles. Activities For Tennis.
Holtz, Charles. Golf Activities.
Holtz, Charles. Movement Exploration With Tires.
Holtz, Charles. Parachute Play.
International Frisbee Disc Association, P.O. Box 970, San Gabriel, CA 91776.
Kimbo. Jumpnastics, Deal, NJ: Kimbo Records, #LP6000.
Krause, Jerry V. Basketball Skills and Drills, Champaign, Illinois: Leisure Press, 1991.
McCrum, Douglas. "Stretch Rope Activities," Shrewsbury Public School, Shrewsbury, NJ.
Mallory, Doug. Spalding Football Drill Book, Indianapolis: Masters Press, 1993.
Marcus, Howard. Basketball Basics, Chicago, Illinois: Contemporary Books, 1991.
Mettler, Paul. Getting Started In Tennis, New York: Sterling Publishing Co., Inc., 1980.
Meyer, Gladys C. Softball For Girls And Woman, NY: Charles Scribner's Sons, 1982.
Miller, Faye Young. Winning Basketball For Girls, NY: Facts On File Inc., 1992.
Misko, Elizabeth. Activities With Roller Racers.
Misko, Elizabeth. Hoop Activities.
Misko, Elizabeth. Movement Exploration With Scarves.
Misko, Elizabeth. Playground Equipment.
Misko, Elizabeth. Whittle Task Cards.
The National Circus Project. Westbury, NY.
New Jersey Curriculum Content Standards Project-Comprehensive Health And Physical Education. June
30, 1993.
1985 PCPFS Youth Fitness Survey. Washington, DC: 1986.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
315
Pollock, Robert. Soccer For Juniors, NY: Charles Scribner's Sons, 1980.
The President's Council of Physical Fitness And Sports. The President's Challenge Instructor's Guide And
Test Manual, Washington, DC: 1985.
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Rees, Roy. The Manual Of Soccer Coaching, Spring, Texas: Annbon Inc., 1987.
Reiter, Gary. Fitness Fest.
Schurr, Evelyn L. Movement Experiences For Children, Englewood Cliffs, NJ: Prentice-Hall, Inc., 1980.
Sinnes, Cort A. Backyard Games, Kansas City: Andrews and McNeel, 1993.
Slusser, Kenneth. Lacrosse Activities.
Spindler, Trevor. Step By Step Soccer, NY: Gallery Books, 1991.
Strickland, Robert H. Bowling-Steps to Success, Champaign, Illinois: Leisure Press, 1989.
White, Reggie and Larry Reid. The Reggie White Touch Football Play Book, Warrenton, VA: Warrenton
Press, Inc., 1992.
Yannazzo, Jeffrey. Activities For Golf.
Yannazzo, Jeffrey. Tennis Activities.
Yannazzo, Jeffrey. Tire Activities.
Yannazzo, Jeffrey. Tumbling And Vaulting Stunts.
Yannis, Alex. Inside Soccer, NY: McGraw Hill Book Co., 1980.
Yannis, Alex. Soccer Basics, Englewood Cliffs, NJ: Prentice-Hall Inc., 1982.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
316
New Jersey Core Curriculum Content Standards
for
Comprehensive Health and Physical Education
INTRODUCTION
Comprehensive Health and Physical Education in the 21 st Century
Health literacy is an integral component of 21st century education. Healthy students are learners who are
“knowledgeable and productive, [and] also emotionally and physically healthy, motivated, civically engaged,
prepared for work and economic self-sufficiency, and ready for the world beyond their own borders” (ASCD,
2004). As part of the state‟s initiative to prepare students to function optimally as global citizens and
workers, the contemporary view of health and physical education focuses on taking personal responsibility
for one‟s health through an active, healthy lifestyle that fosters a lifelong commitment to wellness. The
mission and vision for comprehensive health and physical education reflects this perspective:
Mission: Knowledge of health and physical education concepts and skills empowers students to
assume lifelong responsibility to develop physical, social, and emotional wellness.
Vision: A quality comprehensive health and physical education program fosters a population that:
Maintains physical, social, and emotional health by practicing healthy behaviors and
goal setting.
Engages in a physically active lifestyle.
Is knowledgeable about health and wellness and how to access health resources.
Recognizes the influence of media, technology, and culture in making informed
health-related decisions as a consumer of health products and services.
Practices effective cross-cultural communication, problem solving, negotiation, and
conflict resolution skills.
Is accepting and respectful of individual and cultural differences.
Advocates for personal, family, community, and global wellness and is
knowledgeable about national and international public health and safety issues.
Intent and Spirit of the Comprehensive Health and Physical Education Standards
All students participate in a comprehensive, sequential, health and physical education program
that emphasizes the natural interdisciplinary connection between wellness and health and physical
education. The standards provide a blueprint for curriculum development, instruction, and
assessment that reflects the latest research-based platform for effective health and physical
education programs. The primary focus of the standards is on the development of knowledge and
skills that influence healthy behaviors within the context of self, family, school, and the local and
global community. The 2009 revised standards incorporate the current thinking and best practices
found in health and physical education documents published by national content-specific
organizations as well as public health and other education organizations and agencies.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
317
Revised Standards
The Comprehensive Health and Physical Education Standards provide the foundation for creating
local curricula and meaningful assessments. Revisions to the standards include cumulative
progress indicators that reflect:
o Recently enacted legislation outlined in the section below
o An emphasis on health literacy, a 21st century theme
o Global perspectives about health and wellness through comparative analysis of
health-related issues, attitudes, and behaviors in other countries
o Inclusion of additional skills related to traffic safety, fire safety, and accident and
poison prevention
o Increased awareness of and sensitivity to the challenges related to individuals with
disabilities
The 2009 standards continue to incorporate New Jersey Legislative Statutes related to the
health and well-being of students in New Jersey public schools, including those enacted from 2004
– 2008:
Gang Violence Prevention Bill: N.J.S.A. 18A:35-4.26 (2006) requires instruction in gang
violence prevention.
Organ Donation Bill: N.J.S.A. 18A:7F-4.3 (2008) requires instruction in grades 9 through
12 about organ donation and the benefits of organ and tissue donation.
Suicide Prevention Bill: N.J.S.A. 18A:6-111 (2004) requires instruction in suicide
prevention and related mental health issues.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
318
Resources
Association for Supervision and Curriculum Development. (2004). The whole child. Online:
http://www.ascd.org/programs/THE_WHOLE_CHILD.aspx
Centers for Disease Control and Prevention. (2009). Health education curriculum analysis tool.
Atlanta, GA: Author.
Centers for Disease Control and Prevention. (2006). Physical education curriculum analysis tool.
Atlanta, GA: Author.
Joint Committee on National Health Education Standards. (2007). National health education
standards: Achieving health excellence. Atlanta, GA: American Cancer Society.
Lohrmann, D. K. (2005). Creating a healthy school. Alexandria, VA: Association for Supervision
and Curriculum Development.
National Association for Sport and Physical Education. (2004). Moving into the future: National
standards for physical education. Reston, VA: American Alliance for Health, Physical
Education, Recreation, and Dance.
National Association of State Boards of Education. (2008). Center for safe and healthy schools.
Online: http://www.nasbe.org/index.php/shs
New Jersey State Department of Education. (2004). Core curriculum content standards in
comprehensive health and physical education. Online:
http://www.nj.gov/education/aps/cccs/chpe/standards.htm
Partnership for 21st Century Skills. (2005). Framework for 21st century learning. Online:
http://www.21stcenturyskills.org
Hyperlinks:
Health Literacy includes:
Obtaining, interpreting, and understanding basic health information and services and using such
information and services in ways that are health enhancing.
Understanding preventive physical and mental health measures, including proper diet, nutrition,
exercise, risk avoidance, and stress reduction.
Using available information to make appropriate health-related decisions.
Establishing and monitoring personal and family health goals.
(Partnership for 21st Century Skills, 2005)
PHYSICAL EDUCATION GRADES K-5
APPENDICES
319
New Jersey Legislative Statutes Summary
Accident and Fire Prevention (N.J.S.A. 18A:6-2) requires instruction in accident and fire
prevention.
Regular courses of instruction in accident prevention and fire prevention shall be given in every
public and private school in this state. Instruction shall be adapted to the understanding of students
at different grade levels.
Breast Self-Examination (N.J.S.A. 18A:35-5.4) requires instruction on breast self-examination.
Each board of education which operates an educational program for students in grades 7 through 12
shall offer instruction in breast self-examination. The instruction shall take place as part of the
district‟s implementation of the Core Curriculum Content Standards in Comprehensive Health and
Physical Education, and the comprehensive health and physical education curriculum framework
shall provide school districts with sample activities that may be used to support implementation of
the instructional requirement.
Bullying Prevention Programs (N.J.S.A. 18A:37- 17) requires the establishment of bullying
prevention programs.
Schools and school districts are encouraged to establish bullying prevention programs and other
initiatives involving school staff, students, administrators, volunteers, parents, law enforcement, and
community members. To the extent funds are appropriated for these purposes, a school district
shall: (1) provide training on the school district‟s harassment, intimidation, or bullying policies to
school employees and volunteers who have significant contact with students; and (2) develop a
process for discussing the district‟s harassment, intimidation, or bullying policy with students.
Information regarding the school district policy against harassment, intimidation, or bullying shall be
incorporated into a school‟s employee training program.
Cancer Awareness (N.J.S.A. 18A:40-33) requires the development of a school program on
cancer awareness.
The Commissioner of Education, in consultation with the State school boards, shall develop a
cancer awareness program appropriate for school-aged children.
Domestic Violence Education (N.J.S.A. 18A:35-4.23) allows instruction on problems related to
domestic violence and child abuse.
A board of education may include instruction on the problems of domestic violence and child abuse
in an appropriate place in the curriculum of elementary school, middle school, and high school
pupils. The instruction shall enable pupils to understand the psychology and dynamics of family
violence, dating violence, and child abuse; the relationship of alcohol and drug use to such violence
and abuse; and the relationship of animal cruelty to such violence and abuse; and to learn methods
of nonviolent problem-solving.
Gang Violence Prevention (18A:35-4.26) requires instruction in gang violence prevention for
elementary school students.
Each board of education that operates an educational program for elementary school students shall
offer instruction in gang violence prevention and in ways to avoid membership in gangs. The
instruction shall take place as part of the district‟s implementation of the Core Curriculum Content
Standards in Comprehensive Health and Physical Education, and the comprehensive health and
physical education curriculum framework shall provide school districts with sample materials that
may be used to support implementation of the instructional requirement.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
320
Health, Safety, and Physical Education (N.J.S.A.18A:35) requires that all students in grades 1
through 12 participate in at least two and one-half hours of health, safety, and physical
education in each school week.
Every pupil, except kindergarten pupils, attending the public schools, insofar as he or she is
physically fit and capable of doing so, as determined by the medical inspector, shall take such
courses, which shall be a part of the curriculum prescribed for the several grades, and the conduct
and attainment of the pupils shall be marked as in other courses or subjects, and the standing of the
pupil in connection therewith shall form a part of the requirements for promotion or graduation. The
time devoted to such courses shall aggregate at least two and one-half hours in each school week,
or proportionately less when holidays fall within the week.
Drugs, Alcohol, Tobacco, Controlled Dangerous Substances, and Anabolic Steroids (N.J.S.A.
18A:40A-1) requires instructional programs on drugs, alcohol, anabolic steroids, tobacco,
and controlled dangerous substances and the development of curriculum guidelines.
Instructional programs on the nature of drugs, alcohol, anabolic steroids, tobacco, and controlled
dangerous substances, as defined in section 2 of P.L.1970, c.226 (C.24:21-2), and their
physiological, psychological, sociological, and legal effects on the individual, the family, and society
shall be taught in each public school and in each grade from kindergarten through 12 in a manner
adapted to the age and understanding of the pupils. The programs shall be based upon the
curriculum guidelines established by the Commissioner of Education and shall be included in the
curriculum for each grade in such a manner as to provide a thorough and comprehensive treatment
of the subject.
Lyme Disease Prevention (N.J.S.A. 18A:35-5.1) requires the development of Lyme disease
curriculum guidelines.
The guidelines shall emphasize disease prevention and sensitivity for victims of the disease. The
Commissioner of Education shall periodically review and update the guidelines to insure that the
curriculum reflects the most current information available.
Organ Donation (N.J.S.A. 18A:7F-4.3) requires information relative to organ donation to be
given to students in grades 9 through 12.
The goals of the instruction shall be to:
o Emphasize the benefits of organ and tissue donation to the health and well-being of society
generally and to individuals whose lives are saved by organ and tissue donations, so that
students will be motivated to make an affirmative decision to register as donors when they
become adults.
o
o
Fully address myths and misunderstandings regarding organ and tissue donation.
Explain the options available to adults, including the option of designating a decision-maker
to make the donation decision on one‟s behalf.
o Instill an understanding of the consequences when an individual does not make a decision to
become an organ donor and does not register or otherwise record a designated decisionmaker.
The instruction shall inform students that, beginning five years from the date of enactment of
P.L.2008, c.48 (C.26:6-66 et al.), the New Jersey Motor Vehicle Commission will not issue or renew
a New Jersey driver‟s license or personal identification card unless a prospective or renewing
licensee or card holder makes an acknowledgement regarding the donor decision pursuant to
section 8 of P.L.2008, c.48 (C.39:3-12.4). The Commissioner of Education, through the non-public
school liaison in the Department of Education, shall make any related instructional materials
available to private schools educating students in grades 9 through 12, or any combination
thereof. Such schools are encouraged to use the instructional materials at the school; however,
nothing in this subsection shall be construed to require such schools to use the materials.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
321
Sexual Assault Prevention (N.J.S.A. 18A:35-4.3) requires the development of a sexual assault
prevention education program.
The Department of Education in consultation with the advisory committee shall develop and
establish guidelines for the teaching of sexual assault prevention techniques for utilization by local
school districts in the establishment of a sexual assault prevention education program. Such
program shall be adapted to the age and understanding of the pupils and shall be emphasized in
appropriate places of the curriculum sufficiently for a full and adequate treatment of the subject.
Stress Abstinence (N.J.S.A. 18A:35-4.19-20), also known as the “AIDS Prevention Act of
1999,” requires sex education programs to stress abstinence.
Any sex education that is given as part of any planned course, curriculum, or other instructional
program and that is intended to impart information or promote discussion or understanding in regard
to human sexual behavior, sexual feelings and sexual values, human sexuality and reproduction,
pregnancy avoidance or termination, HIV infection or sexually transmitted diseases, regardless of
whether such instruction is described as, or incorporated into, a description of “sex education,”
“family life education,” “family health education,” “health education,” “family living,” “health,” “self
esteem,” or any other course, curriculum program, or goal of education, and any materials including,
but not limited, to handouts, speakers, notes, or audiovisuals presented on school property
concerning methods for the prevention of acquired immune deficiency syndrome (HIV/AIDS), other
sexually transmitted diseases, and of avoiding pregnancy, shall stress that abstinence from sexual
activity is the only completely reliable means of eliminating the sexual transmission of HIV/AIDS and
other sexually transmitted diseases and of avoiding pregnancy.
Suicide Prevention (N.J.S.A. 18A: 6-111) requires instruction in suicide prevention in public
schools.
Instruction in suicide prevention shall be provided as part of any continuing education that public
school teaching staff members must complete to maintain their certification; and inclusion of suicide
prevention awareness shall be included in the Core Curriculum Content Standards in
Comprehensive Health and Physical Education.
PHYSICAL EDUCATION GRADES K-5
Content Area
APPENDICES
Comprehensive Health and Physical Education
Standard
2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
Strand
A. Personal Growth and Development
By
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
the
end
of
grade
P
Developing self-help skills and personal hygiene skills
2.1.P.A.1 Develop an awareness of healthy habits (e.g., use clean tissues, wash
promotes healthy habits.
hands, handle food hygienically, brush teeth, and dress appropriately for
the weather).
2.1.P.A.2 Demonstrate emerging self-help skills (e.g., develop independence when
pouring, serving, and using utensils and when dressing and brushing teeth).
2
Health-enhancing behaviors contribute to wellness.
2.1.2.A.1
Explain what being “well” means and identify self-care practices that
support wellness.
2.1.2.A.2
Use correct terminology to identify body parts, and explain how body parts
work together to support wellness.
4
The dimensions of wellness are interrelated and impact
2.1.4.A.1
Explain the physical, social, emotional, and mental dimensions of personal
overall personal well-being.
wellness and how they interact.
2.1.4.A.2
Determine the relationship of personal health practices and behaviors on an
individual‟s body systems.
6
Staying healthy is a lifelong process that includes all
2.1.6.A.1
Explain how health data can be used to assess and improve each
dimensions of wellness.
dimension of personal wellness.
2.1.6.A.2
Relate how personal lifestyle habits, environment, and heredity influence
growth and development in each life stage.
2.1.6.A.3
Determine factors that influence the purchase of healthcare products and
use of personal hygiene practices.
8
Developing and maintaining wellness requires ongoing
2.1.8.A.1
Assess and apply health data to enhance each dimension of personal
evaluation of factors impacting health and modifying
wellness.
lifestyle behaviors accordingly.
2.1.8.A.2
Compare and contrast the impact of genetics, family history, personal
health practices, and environment on personal growth and development in
each life stage.
2.1.8.A.3
Relate advances in technology to maintaining and improving personal
health.
2.1.8.A.4
Determine the impact of marketing techniques on the use of personal
hygiene products, practices, and services.
12
Developing and maintaining wellness requires ongoing
2.1.12.A.1 Analyze the role of personal responsibility in maintaining and enhancing
evaluation of factors impacting health and modifying
personal, family, community, and global wellness.
lifestyle behaviors accordingly.
2.1.12.A.2 Debate the social and ethical implications of the availability and use of
technology and medical advances to support wellness.
322
PHYSICAL EDUCATION GRADES K-5
APPENDICES
Content Area
Comprehensive Health and Physical Education
Standard
2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
Strand
B. Nutrition
By
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
the
end
of
grade
P
Developing the knowledge and skills necessary to make 2.1.P.B.1 Explore foods and food groups (e.g., compare and contrast foods
nutritious food choices promotes healthy habits.
representative of various cultures by taste, color, texture, smell, and
shape).
2.1.P.B.2 Develop awareness of nutritious food choices (e.g., participate in classroom
cooking activities, hold conversations with knowledgeable adults about daily
nutritious meal and snack offerings).
2
Choosing a balanced variety of nutritious foods
2.1.2.B.1
Explain why some foods are healthier to eat than others.
contributes to wellness.
2.1.2.B.2
Explain how foods in the food pyramid differ in nutritional content and value.
2.1.2.B.3
Summarize information about food found on product labels.
4
Choosing a balanced variety of nutritious foods
2.1.4.B.1
Explain how healthy eating provides energy, helps to maintain healthy
contributes to wellness.
weight, lowers risk of disease, and keeps body systems functioning
effectively.
2.1.4.B.2
Differentiate between healthy and unhealthy eating practices.
2.1.4.B.3
Create a healthy meal based on nutritional content, value, calories, and
cost.
2.1.4.B.4
Interpret food product labels based on nutritional content.
6
Eating patterns are influenced by a variety of factors.
2.1.6.B.1
Determine factors that influence food choices and eating patterns.
2.1.6.B.2
Summarize the benefits and risks associated with nutritional choices, based
on eating patterns.
2.1.6.B.3
Create a daily balanced nutritional meal plan based on nutritional content,
value, calories, and cost.
2.1.6.B.4
Compare and contrast nutritional information on similar food products in
order to make informed choices.
8
Eating patterns are influenced by a variety of factors.
2.1.8.B.1
Analyze how culture, health status, age, and eating environment influence
personal eating patterns and recommend ways to provide nutritional
balance.
2.1.8.B.2
Identify and defend healthy ways for adolescents to lose, gain, or maintain
weight.
2.1.8.B.3
Design a weekly nutritional plan for families with different lifestyles,
resources, special needs, and cultural backgrounds.
2.1.8.B.4
Analyze the nutritional values of new products and supplements.
12
Applying basic nutritional and fitness concepts to
2.1.12.B.1 Determine the relationship of nutrition and physical activity to weight loss,
lifestyle behaviors impacts wellness.
weight gain, and weight maintenance.
323
PHYSICAL EDUCATION GRADES K-5
APPENDICES
2.1.12.B.2
2.1.12.B.3
Compare and contrast the dietary trends and eating habits of adolescents
and young adults in the United States and other countries.
Analyze the unique contributions of each nutrient class (fats,
carbohydrates, protein, water, vitamins, and minerals) to one‟s health.
Content Area
Comprehensive Health and Physical Education
Standard
2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
Strand
C. Diseases and Health Conditions
By
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
the
end
of
grade
P
Developing self-help skills and personal hygiene skills
2.1.P.C.1 Develop an awareness of healthy habits (e.g., use clean tissues, wash
promotes healthy habits.
hands, handle food hygienically, brush teeth, and dress appropriately for
the weather).
2
Knowledge about diseases and disease prevention
2.1.2.C.1 Summarize symptoms of common diseases and health conditions.
promotes health-enhancing behaviors.
2.1.2.C.2 Summarize strategies to prevent the spread of common diseases and
health conditions.
2.1.2.C.3 Determine how personal feelings can affect one‟s wellness.
4
The use of disease prevention strategies in home,
2.1.4.C.1 Explain how most diseases and health conditions are preventable.
school, and community promotes personal health.
2.1.4.C.2 Justify how the use of universal precautions, sanitation and waste disposal,
proper food handling and storage, and environmental controls prevent
diseases and health conditions.
2.1.4.C.3 Explain how mental health impacts one‟s wellness.
6
The early detection and treatment of diseases and
2.1.6.C.1 Summarize means of detecting and treating diseases and health conditions
health conditions impact one‟s health.
that are prevalent in adolescents.
2.1.6.C.2 Determine the impact of public health strategies in preventing diseases and
health conditions.
2.1.6.C.3 Compare and contrast common mental illnesses (such as depression,
anxiety and panic disorders, and phobias) and ways to detect and treat
them.
8
The prevention and control of diseases and health
2.1.8.C.1 Evaluate emerging methods to diagnose and treat diseases and health
conditions are affected by many factors.
conditions that are common in young adults in the United States and other
countries, including hepatitis, sexually transmitted infections, HIV/AIDS,
breast cancer, HPV, and testicular cancer.
2.1.8.C.2 Analyze local, state, national, and international public health efforts to
prevent and control diseases and health conditions.
2.1.8.C.3 Analyze the impact of mental illness (e.g., depression, impulse disorders
such as gambling or shopping, eating disorders, and bipolar disorders) on
physical, social, and emotional well-being.
324
PHYSICAL EDUCATION GRADES K-5
12
Personal health is impacted by family, community,
national, and international efforts to prevent and control
diseases and health conditions.
Content Area
Standard
APPENDICES
2.1.12.C.
1
2.1.12.C.
2
2.1.12.C.
3
2.1.12.C.
4
Predict diseases and health conditions that may occur during one‟s lifespan
and speculate on potential prevention and treatment strategies.
Develop strategies that will impact local, state, national, and international
public health efforts to prevent and control diseases and health conditions.
Determine the emotional, social, and financial impact of mental illness on
the family, community, and state.
Relate advances in medicine and technology to the diagnosis and
treatment of mental illness.
Comprehensive Health and Physical Education
2.1 Wellness: ALL STUDENTS WILL ACQUIRE HEALTH PROMOTION CONCEPTS AND SKILLS TO SUPPORT A HEALTHY,
ACTIVE LIFESTYLE.
Strand
D. Safety
By
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
the
end
of
grade
P
Developing an awareness of potential hazards in the
2.1.P.D.1 Use safe practices indoors and out (e.g., wear bike helmets, walk in the
environment impacts personal health and safety.
classroom, understand how to participate in emergency drills, and
understand why car seats and seat belts are used).
2.1.P.D.2 Develop an awareness of warning symbols and their meaning (e.g., red
light, stop sign, poison symbol, etc.).
2.1.P.D.3 Identify community helpers who assist in maintaining a safe environment.
2.1.P.D.4 Know how to dial 911 for help.
2
Using personal safety strategies reduces the number of
2.1.2.D.1 Identify ways to prevent injuries at home, school, and in the community
injuries to self and others.
(e.g., fire safety, poison safety, accident prevention).
2.1.2.D.2 Differentiate among the characteristics of strangers, acquaintances, and
trusted adults and describe safe and appropriate behaviors/touches.
2.1.2.D.3 Identify procedures associated with pedestrian, bicycle, and traffic safety.
4
Identifying unsafe situations and choosing appropriate
2.1.4.D.1 Determine the characteristics of safe and unsafe situations and develop
ways to reduce or eliminate risks contributes to the
strategies to reduce the risk of injuries at home, school, and in the
safety of self and others.
community (e.g., fire safety, poison safety, accident prevention).
2.1.4.D.2 Summarize the various forms of abuse and ways to get help.
2.1.4.D.3 Examine the impact of unsafe behaviors when traveling in vehicles, as a
pedestrian, and when using other modes of transportation.
Applying first-aid procedures can minimize injury and
2.1.4.D.4 Demonstrate simple first-aid procedures for choking, bleeding, burns, and
save lives.
poisoning.
6
Identifying unsafe situations and choosing appropriate
2.1.6.D.1 Summarize the common causes of intentional and unintentional injuries in
ways to reduce or eliminate risks contributes to the
adolescents and related prevention strategies.
safety of self and others.
2.1.6.D.2 Explain what to do if abuse is suspected or occurs.
325
PHYSICAL EDUCATION GRADES K-5
APPENDICES
2.1.6.D.3
By
the
end
of
grade
8
Applying first-aid procedures can minimize injury and
save lives.
Content Statement
2.1.6.D.4
Summarize the components of the traffic safety system and explain how
people contribute to making the system effective.
Assess when to use basic first-aid procedures.
CPI #
Cumulative Progress Indicator (CPI)
Evaluating the potential for injury prior to engaging in
unhealthy/risky behaviors impacts choices.
2.1.8.D.1
Assess the degree of risk in a variety of situations and identify strategies to
reduce intentional and unintentional injuries to self and others.
Describe effective personal protection strategies used in public places and
what to do when one‟s safety is compromised.
Analyze the causes and the consequences of noncompliance with the
traffic safety system.
Demonstrate first-aid procedures, including victim and situation
assessment, Basic Life Support, and the care of head trauma, bleeding and
wounds, burns, fractures, shock, and poisoning.
Determine the causes and outcomes of intentional and unintentional
injuries in adolescents and young adults and propose prevention strategies.
Explain ways to protect against abuse and all forms of assault and what to
do if assaulted.
Analyze the relationship between alcohol and drug use and the incidence of
motor vehicle crashes.
Develop a rationale to persuade peers to comply with traffic safety laws and
avoid driving distracters.
Summarize New Jersey motor vehicle laws and regulations and determine
their impact on health and safety (e.g., organ/tissue donation, seatbelt use,
and the use of hand-held devices).
Demonstrate first-aid procedures, including Basic Life Support and
automatic external defibrillation, caring for head trauma, bone and joint
emergencies, caring for cold and heat injuries, and responding to medical
emergencies.
2.1.8.D.2
2.1.8.D.3
12
Applying first-aid procedures can minimize injury and
save lives.
2.1.8.D.4
Evaluating the potential for injury prior to engaging in
unhealthy/risky behaviors impacts choices.
2.1.12.D.1
2.1.12.D.2
2.1.12.D.3
2.1.12.D.4
2.1.12.D.5
Applying first-aid procedures can minimize injury and
save lives.
2.1.12.D.6
Content Area
Comprehensive Health and Physical Education
Standard
2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle.
Strand
E. Social and Emotional Health
By the Content Statement
CPI #
Cumulative Progress Indicator (CPI)
end of
grade
326
PHYSICAL EDUCATION GRADES K-5
2
Many factors at home, school, and in the community
impact social and emotional health.
APPENDICES
2.1.2.E.1
2.1.2.E.2
2.1.2.E.3
4
Many factors at home, school, and in the community
impact social and emotional health.
2.1.4.E.1
2.1.4.E.2
6
8
Stress management skills impact an individual‟s ability
to cope with different types of emotional situations.
2.1.4.E.3
2.1.4.E.4
Social and emotional development impacts all
components of wellness.
Respect and acceptance for individuals regardless of
gender, sexual orientation, disability, ethnicity,
socioeconomic background, religion, and/or culture
provide a foundation for the prevention and resolution
of conflict.
Stress management skills impact an individual‟s ability
to cope with different types of emotional situations.
Social and emotional development impacts all
components of wellness.
Respect and acceptance for individuals regardless of
gender, sexual orientation, disability, ethnicity,
socioeconomic background, religion, and/or culture
provide a foundation for the prevention and resolution
of conflict.
Stress management skills impact an individual‟s ability
to cope with different types of emotional situations.
2.1.6.E.1
2.1.6.E.2
2.1.6.E.3
2.1.8.E.1
2.1.8.E.2
2.1.8.E.3
2.1.8.E.4
12
Respect and acceptance for individuals regardless of
gender, sexual orientation, disability, ethnicity,
socioeconomic background, religion, and/or culture
provide a foundation for the prevention and resolution
of conflict.
Stress management skills impact an individual‟s ability
to cope with different types of emotional situations.
2.1.12.E.1
2.1.12.E.2
2.1.12.E.3
2.1.12.E.4
Identify basic social and emotional needs of all people.
Determine possible causes of conflict between people and appropriate
ways to prevent and resolve them.
Explain healthy ways of coping with common stressful situations
experienced by children.
Compare and contrast how individuals and families attempt to address
basic human needs.
Distinguish among violence, harassment, gang violence, discrimination,
and bullying and demonstrate strategies to prevent and resolve these types
of conflicts.
Determine ways to cope with rejection, loss, and separation.
Summarize the causes of stress and explain ways to deal with stressful
situations.
Examine how personal assets and protective factors support healthy social
and emotional development.
Make recommendations to resolve incidences of school and community
conflict, violence, harassment, gang violence, discrimination, and bullying.
Compare and contrast ways that individuals, families, and communities
cope with change, crisis, rejection, loss, and separation.
Analyze how personal assets, resiliency, and protective factors support
healthy social and emotional health.
Determine the effectiveness of existing home, school, and community
efforts to address social and emotional health and prevent conflict.
Explain how culture influences the ways families and groups cope with
crisis and change.
Compare and contrast stress management strategies that are used to
address various types of stress-induced situations.
Predict the short- and long-term consequences of unresolved conflicts.
Analyze how new technologies may positively or negatively impact the
incidence of conflict or crisis.
Examine how a family might cope with crisis or change and suggest ways
to restore family balance and function.
Develop a personal stress management plan to improve/maintain wellness.
327
PHYSICAL EDUCATION GRADES K-5
APPENDICES
Content Area
Comprehensive Health and Physical Education
Standard
2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand
A. Interpersonal Communication
By
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
the
end
of
grade
2
Effective communication may be a determining factor in
2.2.2.A.1
Express needs, wants, and feelings in health- and safety-related situations.
the outcome of health- and safety-related situations.
4
Effective communication may be a determining factor in
2.2.4.A.1
Demonstrate effective interpersonal communication in health- and safetythe outcome of health- and safety-related situations.
related situations.
6
8
12
Effective communication is the basis for strengthening
interpersonal interactions and relationships and
resolving conflicts.
Effective communication may be a determining factor in
the outcome of health- and safety-related situations.
Effective communication is the basis for strengthening
interpersonal interactions and relationships and
resolving conflicts.
Effective interpersonal communication encompasses
respect and acceptance for individuals regardless of
gender, sexual orientation, disability, ethnicity,
socioeconomic background, religion, and/or culture.
Effective communication is the basis for strengthening
interpersonal interactions and relationships and
resolving conflicts.
2.2.4.A.2
Demonstrate effective interpersonal communication when responding to
disagreements or conflicts with others.
2.2.6.A.1
Demonstrate verbal and nonverbal interpersonal communication in various
settings that impact the health of oneself and others.
Demonstrate use of refusal, negotiation, and assertiveness skills in different
situations.
Effective interpersonal communication encompasses
respect and acceptance for individuals regardless of
gender, sexual orientation, disability, ethnicity,
socioeconomic background, religion, and/or culture.
Effective communication is the basis for strengthening
interpersonal interactions and relationships and
resolving conflicts.
Technology increases the capacity of individuals to
communicate in multiple and diverse ways.
2.2.6.A.2
2.2.8.A.1
Compare and contrast verbal and nonverbal interpersonal communication
strategies in a variety of settings and cultures in different situations.
2.2.8.A.2
Demonstrate the use of refusal, negotiation, and assertiveness skills when
responding to peer pressure, disagreements, or conflicts.
2.2.12.A.1
Employ skills for communicating with family, peers, and people from other
backgrounds and cultures that may impact the health of oneself and others.
2.2.12.A.2
Demonstrate strategies to prevent, manage, or resolve interpersonal
conflicts.
2.2.12.A.3
Analyze the impact of technology on interpersonal communication in
supporting wellness and a healthy lifestyle.
328
PHYSICAL EDUCATION GRADES K-5
APPENDICES
Content Area
Comprehensive Health and Physical Education
Standard
2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand
B. Decision-Making and Goal Setting
By
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
the
end
of
grade
2
Effective decision-making skills foster healthier lifestyle
2.2.2.B.1
Explain what a decision is and why it is advantageous to think before acting.
choices.
2.2.2.B.2
Relate decision-making by self and others to one‟s health.
2.2.2.B.3
Determine ways parents, peers, technology, culture, and the media influence
health decisions.
2.2.2.B.4
Select a personal health goal and explain why setting a goal is important.
4
Many health-related situations require the application of
2.2.4.B.1
Use the decision-making process when addressing health-related issues.
a thoughtful decision-making process.
2.2.4.B.2
Differentiate between situations when a health-related decision should be made
independently or with the help of others.
2.2.4.B.3
Determine how family, peers, technology, culture, and the media influence
thoughts, feelings, health decisions, and behaviors.
2.2.4.B.4
Develop a personal health goal and track progress.
6
Every health-related decision has short- and long-term
2.2.6.B.1
Use effective decision-making strategies.
consequences and affects the ability to reach health
2.2.6.B.2
Predict how the outcome(s) of a health-related decision may differ if an
goals.
alternative decision is made by self or others.
2.2.6.B.3
Determine how conflicting interests may influence one‟s decisions.
2.2.6.B.4
Apply personal health data and information to support achievement of one‟s
short- and long-term health goals.
8
Every health-related decision has short- and long-term
2.2.8.B.1
Predict social situations that may require the use of decision-making skills.
consequences and affects the ability to reach health
2.2.8.B.2
Justify when individual or collaborative decision-making is appropriate.
goals.
2.2.8.B.3
Analyze factors that support or hinder the achievement of personal health goals
during different life stages.
12
Developing and implementing an effective personal
2.2.12.B.1 Predict the short- and long-term consequences of good and poor decisionwellness plan contributes to healthy decision-making
making on oneself, friends, family, and others.
over one‟s lifetime.
2.2.12.B.2 Evaluate the impact of individual and family needs on the development of a
personal wellness plan and address identified barriers.
329
PHYSICAL EDUCATION GRADES K-5
Content Area
Standard
Strand
By
the
end
of
grade
2
APPENDICES
Comprehensive Health and Physical Education
2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
C. Character Development
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Character traits are often evident in behaviors exhibited
by individuals when interacting with others.
2.2.2.C.1
Explain the meaning of character and how it is reflected in the thoughts,
feelings, and actions of oneself and others.
Identify types of disabilities and demonstrate appropriate behavior when
interacting with people with disabilities.
Determine how an individual‟s character develops over time and impacts
personal health.
Explain why core ethical values (such as respect, empathy, civic
mindedness, and good citizenship) are important in the local and world
community.
Determine how attitudes and assumptions toward individuals with
disabilities may negatively or positively impact them.
Explain how character and core ethical values can be useful in addressing
challenging situations.
Predict situations that may challenge an individual‟s core ethical values.
2.2.2.C.2
4
6
8
12
Personal core ethical values impact the health of
oneself and others.
Character building is influenced by many factors both
positive and negative, such as acceptance,
discrimination, bullying, abuse, sportsmanship, support,
disrespect, and violence.
2.2.4.C.1
Personal core ethical values impact the behavior of
oneself and others.
Character building is influenced by many factors both
positive and negative, such as acceptance,
discrimination, bullying, abuse, sportsmanship, support,
disrespect, and violence.
Working together toward common goals with individuals
of different abilities and from different backgrounds
develops and reinforces core ethical values.
2.2.6.C.1
Rules, regulations, and policies regarding behavior
provide a common framework that supports a safe,
welcoming environment.
Individual and/or group pressure to be successful in
competitive activities can result in a positive or negative
impact.
Core ethical values impact behaviors that influence the
health and safety of people everywhere.
2.2.8.C.3
2.2.4.C.2
2.2.4.C.3
2.2.6.C.2
2.2.6.C.3
2.2.8.C.1
2.2.8.C.2
2.2.12.C.1
2.2.12.C.2
2.2.12.C.3
Develop ways to proactively include peers with disabilities at home, at
school, and in community activities.
Analyze strategies to enhance character development in individual, group,
and team activities.
Analyze to what extent various cultures have responded effectively to
individuals with disabilities.
Hypothesize reasons for personal and group adherence, or lack of
adherence, to codes of conduct at home, locally, and in the worldwide
community.
Analyze the impact of competition on personal character development.
Judge how individual or group adherence, or lack of adherence, to core
ethical values impacts the local, state, national, and worldwide community.
Analyze current issues facing the disability community and make
recommendations to address those issues.
330
PHYSICAL EDUCATION GRADES K-5
APPENDICES
Content Area
Comprehensive Health and Physical Education
Standard
2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand
D. Advocacy and Service
By
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
the
end
of
grade
2
Service projects provide an opportunity to have a
2.2.2.D.1
Determine the benefits for oneself and others of participating in a class or
positive impact on the lives of self and others.
school service activity.
4
Service projects provide an opportunity to have a
2.2.4.D.1
Explain the impact of participation in different kinds of service projects on
positive impact on the lives of self and others.
community wellness.
6
Participation in social and health- or service2.2.6.D.1
Appraise the goals of various community or service-organization initiatives
organization initiatives have a positive social impact.
to determine opportunities for volunteer service.
2.2.6.D.2
Develop a position about a health issue in order to inform peers.
8
12
Effective advocacy for a health or social issue is based
on communicating accurate and reliable research about
the issue and developing and implementing strategies
to motivate others to address the issue.
Effective advocacy for a health or social issue is based
on communicating accurate and reliable research about
the issue and developing and implementing strategies
to motivate others to address the issue.
2.2.8.D.1
2.2.8.D.2
2.2.12.D.1
Plan and implement volunteer activities to benefit a local, state, national, or
world health initiative.
Defend a position on a health or social issue to activate community
awareness and responsiveness.
Plan and implement an advocacy strategy to stimulate action on a state,
national, or global health issue, including but not limited to, organ/tissue
donation.
331
PHYSICAL EDUCATION GRADES K-5
APPENDICES
Content Area
Comprehensive Health and Physical Education
Standard
2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle.
Strand
E. Health Services and Information
By
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
the
end
of
grade
P
Developing an awareness of potential hazards in the
2.2.P.E.1 Identify community helpers who assist in maintaining a safe environment.
environment impacts personal health and safety.
2
4
6
8
12
Knowing how to locate health professionals in the home,
at school, and in the community assists in addressing
health emergencies and obtaining reliable information.
Communicating health needs to trusted adults and
professionals assists in the prevention, early detection,
and treatment of health problems.
Health literacy includes the ability to compare and
evaluate health resources.
Communicating health needs to trusted adults and
professionals assists in the prevention, early detection,
and treatment of health problems.
Potential solutions to health issues are dependent on
health literacy and available resources.
Communicating health needs to trusted adults and
professionals assists in the prevention, early detection,
and treatment of health problems.
Potential solutions to health issues are dependent on
health literacy and available resources.
Affordability and accessibility of healthcare impacts the
prevention, early detection, and treatment of health
problems.
2.2.2.E.1
Determine where to access home, school, and community health
professionals.
2.2.4.E.1
Identify health services and resources provided in the school and
community and determine how each assists in addressing health needs
and emergencies.
Explain when and how to seek help when experiencing a health problem.
Determine the validity and reliability of different types of health resources.
2.2.4.E.2
2.2.6.E.1
2.2.6.E.2
Distinguish health issues that warrant support from trusted adults or health
professionals.
2.2.8.E.1
Evaluate various health products, services, and resources from different
sources, including the Internet.
Compare and contrast situations that require support from trusted adults or
health professionals.
2.2.8.E.2
2.2.12.E.1
2.2.12.E.2
Analyze a variety of health products and services based on cost,
availability, accessibility, benefits, and accreditation.
Determine the effect of accessibility and affordability of healthcare on
family, community, and global health.
332
PHYSICAL EDUCATION GRADES K-5
Content Area
Standard
APPENDICES
Comprehensive Health and Physical Education
2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply
these concepts to support a healthy, active lifestyle.
Strand
A. Medicines
By
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
the
end
of
grade
2
Medicines come in a variety of forms (prescription
2.3.2.A.1
Explain what medicines are and when some types of medicines are used.
medicines, over-the-counter medicines, medicinal
2.3.2.A.2
Explain why medicines should be administered as directed.
supplements), are used for numerous reasons, and
should be taken as directed in order to be safe and
effective.
4
Medicines come in a variety of forms (prescription
2.3.4.A.1
Distinguish between over-the-counter and prescription medicines.
medicines, over-the-counter medicines, medicinal
supplements), are used for numerous reasons, and
2.3.4.A.2
Determine possible side effects of common types of medicines.
should be taken as directed in order to be safe and
effective.
6
Medicines come in a variety of forms (prescription
2.3.6.A.1
Compare and contrast short- and long-term effects and the potential for
medicines, over-the-counter medicines, medicinal
abuse of commonly used over-the-counter and prescription medicines and
supplements), are used for numerous reasons, and
herbal and medicinal supplements.
should be taken as directed in order to be safe and
2.3.6.A.2
Compare information found on over-the-counter and prescription
effective.
medicines.
8
Medicines come in a variety of forms (prescription
2.3.8.A.1
Explain why the therapeutic effects and potential risks of commonly used
medicines, over-the-counter medicines, medicinal
over-the-counter medicines, prescription drugs, and herbal and medicinal
supplements), are used for numerous reasons, and
supplements vary in different individuals.
should be taken as directed in order to be safe and
2.3.8.A.2
Compare and contrast adolescent and adult abuse of prescription and
effective.
over-the-counter medicines and the consequences of such abuse.
12
Medicines come in a variety of forms (prescription
2.3.12.A.1 Determine the potential risks and benefits of the use of new or
medicines, over-the-counter medicines, medicinal
experimental medicines and herbal and medicinal supplements.
supplements), are used for numerous reasons, and
2.3.12.A.2 Summarize the criteria for evaluating the effectiveness of a medicine.
should be taken as directed in order to be safe and
2.3.12.A.3 Relate personal abuse of prescription and over-the-counter medicines to
effective.
wellness.
333
PHYSICAL EDUCATION GRADES K-5
Content Area
Standard
APPENDICES
Comprehensive Health and Physical Education
2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply
these concepts to support a healthy, active lifestyle.
Strand
B. Alcohol, Tobacco, and Other Drugs
By
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
the
end
of
grade
2
Use of drugs in unsafe ways is dangerous and harmful.
2.3.2.B.1 Identify ways that drugs can be abused.
2.3.2.B.2 Explain effects of tobacco use on personal hygiene, health, and safety.
2.3.2.B.3 Explain why tobacco smoke is harmful to nonsmokers.
2.3.2.B.4 Identify products that contain alcohol.
2.3.2.B.5 List substances that should never be inhaled and explain why.
4
Use of drugs in unsafe ways is dangerous and harmful.
2.3.4.B.1 Explain why it is illegal to use or possess certain drugs/substances and the
possible consequences.
2.3.4.B.2 Compare the short- and long-term physical effects of all types of tobacco
use.
2.3.4.B.3 Identify specific environments where second-hand/passive smoke may
impact the wellness of nonsmokers.
2.3.4.B.4 Summarize the short- and long-term physical and behavioral effects of
alcohol use and abuse.
2.3.4.B.5 Identify the short- and long- term physical effects of inhaling certain
substances.
6
There is a strong relationship between individuals who
2.3.6.B.1 Explain the system of drug classification and why it is useful in preventing
abuse drugs and increased intentional and unintentional
substance abuse.
health-risk behaviors.
2.3.6.B.2 Relate tobacco use and the incidence of disease.
2.3.6.B.3 Compare the effect of laws, policies, and procedures on smokers and
nonsmokers.
2.3.6.B.4 Determine the impact of the use and abuse of alcohol on the incidence of
illness, injuries, and disease, the increase of risky health behaviors, and the
likelihood of harm to one‟s health.
2.3.6.B.5 Determine situations where the use of alcohol and other drugs influence
decision-making and can place one at risk.
2.3.6.B.6 Summarize the signs and symptoms of inhalant abuse.
2.3.6.B.7 Analyze the relationship between injected drug use and diseases such as
HIV/AIDS and hepatitis.
334
PHYSICAL EDUCATION GRADES K-5
By
the
end
of
grade
8
APPENDICES
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
There is a strong relationship between individuals who
abuse drugs and increased intentional and unintentional
health-risk behaviors.
2.3.8.B.1
Compare and contrast the physical and behavioral effects of commonly
abused substances by adolescents.
Predict the legal and financial consequences of the use, sale, and
possession of illegal substances.
Analyze the effects of all types of tobacco use on the aging process.
Compare and contrast smoking laws in New Jersey with other states and
countries.
Explain the impact of alcohol and other drugs on those areas of the brain
that control vision, sleep, coordination, and reaction time and the related
impairment of behavior, judgment, and memory.
Relate the use of alcohol and other drugs to decision-making and risk for
sexual assault, pregnancy, and STIs.
Explain the impact of inhalant use and abuse on social, emotional, mental,
and physical wellness.
Analyze health risks associated with injected drug use.
Compare and contrast the incidence and impact of commonly abused
substances (such as tobacco, alcohol, marijuana, inhalants, anabolic
steroids, and other drugs) on individuals and communities in the United
States and other countries.
Debate the various legal and financial consequences of the use, sale, and
possession of illegal substances.
Correlate increased alcohol use with challenges that may occur at various
life stages.
Correlate the use of alcohol and other drugs with incidences of date rape,
sexual assault, STIs, and unintended pregnancy.
Relate injected drug use to the incidence of diseases such as HIV/AIDS
and hepatitis.
2.3.8.B.2
2.3.8.B.3
2.3.8.B.4
2.3.8.B.5
2.3.8.B.6
2.3.8.B.7
12
There are immediate and long-term consequences of
risky behavior associated with substance abuse.
2.3.8.B.8
2.3.12.B.1
2.3.12.B.2
2.3.12.B.3
2.3.12.B.4
2.3.12.B.5
335
PHYSICAL EDUCATION GRADES K-5
APPENDICES
Content Area
Standard
Comprehensive Health and Physical Education
2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply
these concepts to support a healthy, active lifestyle.
Strand
C. Dependency/Addiction and Treatment
By
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
the
end
of
grade
2
Substance abuse is caused by a variety of factors.
2.3.2.C. Recognize that some people may have difficulty controlling their use of
1
alcohol, tobacco, and other drugs.
There are many ways to obtain help for treatment of
2.3.2.C. Explain that people who abuse alcohol, tobacco, and other drugs can get
alcohol, tobacco, and other substance abuse problems.
2
help.
4
Substance abuse is caused by a variety of factors.
2.3.4.C. Identify signs that a person might have an alcohol, tobacco, and/or drug use
1
problem.
2.3.4.C. Differentiate between drug use, abuse, and misuse.
2
2.3.4.C. Determine how advertising, peer pressure, and home environment influence
3
children and teenagers to experiment with alcohol, tobacco, and other drugs.
6
Substance abuse is caused by a variety of factors.
2.3.6.C. Summarize the signs and symptoms of a substance abuse problem and the
1
stages that lead to dependency/addiction.
2.3.6.C. Explain how wellness is affected during the stages of drug
2
dependency/addiction.
2.3.6.C. Determine the extent to which various factors contribute to the use and
3
abuse of alcohol, tobacco, and other drugs by adolescents, such as peer
pressure, low self-esteem, genetics, and poor role models.
There are many ways to obtain help for treatment of
2.3.6.C. Determine effective strategies to stop using alcohol, tobacco and other
alcohol, tobacco, and other substance abuse problems.
4
drugs, and that support the ability to remain drug-free.
8
Substance abuse is caused by a variety of factors.
2.3.8.C. Compare and contrast theories about dependency/addiction (such as
1
genetic predisposition, gender-related predisposition, and multiple risks) and
provide recommendations that support a drug free life.
The ability to interrupt a drug dependency/addiction
2.3.8.C. Summarize intervention strategies that assist family and friends to cope with
typically requires outside intervention, a strong personal 2
the impact of substance abuse.
commitment, treatment, and the support of family,
friends, and others.
12
The ability to interrupt a drug dependency/addiction
2.3.12.C Correlate duration of drug abuse to the incidence of drug-related injury,
typically requires outside intervention, a strong personal .1
illness, and death.
commitment, treatment, and the support of family,
2.3.12.C Analyze the effectiveness of various strategies that support an individual‟s
friends, and others.
.2
ability to stop abusing drugs and remain drug-free.
Substance abuse impacts individuals from all cultural
and socioeconomic backgrounds.
2.3.12.C
.3
Predict the societal impact of substance abuse on the individual, family, and
community.
336
PHYSICAL EDUCATION GRADES K-5
APPENDICES
Content Area
Standard
Comprehensive Health and Physical Education
2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects
of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle.
Strand
A. Relationships
By
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
the
end
of
grade
2
The family unit encompasses the diversity of family
2.4.2.A.1
Compare and contrast different kinds of families locally and globally.
forms in contemporary society.
2.4.2.A.2
Distinguish the roles and responsibilities of different family members.
2.4.2.A.3
Determine the factors that contribute to healthy relationships.
4
The family unit encompasses the diversity of family
2.4.4.A.1
Explain how families typically share common values, provide love and
forms in contemporary society.
emotional support, and set boundaries and limits.
2.4.4.A.2
Explain why healthy relationships are fostered in some families and not in
others.
6
Healthy relationships require a mutual commitment.
2.4.6.A.1
Compare and contrast how families may change over time.
2.4.6.A.2
Analyze the characteristics of healthy friendships and other relationships.
2.4.6.A.3
Examine the types of relationships adolescents may experience.
2.4.6.A.4
Demonstrate successful resolution of a problem(s) among friends and in
other relationships.
2.4.6.A.5
Compare and contrast the role of dating and dating behaviors in
adolescence.
8
The values acquired from family, culture, personal
2.4.8.A.1
Predict how changes within a family can impact family members.
experiences, and friends impact all types of
2.4.8.A.2
Explain how the family unit impacts character development.
relationships.
2.4.8.A.3
Explain when the services of professionals are needed to intervene in
relationships.
2.4.8.A.4
Differentiate between affection, love, commitment, and sexual attraction.
2.4.8.A.5
Determine when a relationship is unhealthy and explain effective strategies
to end the relationship.
2.4.8.A.6
Develop acceptable criteria for safe dating situations, such as dating in
groups, setting limits, or only dating someone of the same age.
12
Individuals in healthy relationships share thoughts and
feelings, have fun together, develop mutual respect,
share responsibilities and goals, and provide emotional
security for one another.
2.4.12.A.1
2.4.12.A.2
2.4.12.A.3
Compare and contrast how family structures, values, rituals, and traditions
meet basic human needs worldwide.
Compare and contrast the current and historical role of life commitments,
such as marriage.
Analyze how personal independence, past experience, and social
responsibility influence the choice of friends in high school and young
adulthood.
337
PHYSICAL EDUCATION GRADES K-5
APPENDICES
2.4.12.A.4
2.4.12.A.5
Technology impacts the capacity of individuals to
develop and maintain interpersonal relationships.
2.4.12.A.6
338
Predict how relationships may evolve over time, focusing on changes in
friendships, family, dating relationships, and lifetime commitments such as
marriage.
Determine effective prevention and intervention strategies to address
domestic or dating violence (e.g., rules of consent).
Analyze how various technologies impact the development and
maintenance of local and global interpersonal relationships.
Content Area
Standard
Strand
By the
end of
grade
2
4
6
Comprehensive Health and Physical Education
2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects
of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle.
B. Sexuality
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Gender-specific similarities and differences exist
between males and females.
Puberty is the period of sexual development,
determined primarily by heredity, in which the body
becomes physically able to produce children.
Most significant physical, emotional, and mental growth
changes occur during adolescence, but not necessarily
at the same rates.
Responsible actions regarding sexual behavior impact
the health of oneself and others.
2.4.2.B.1
2.4.4.B.1
2.4.6.B.1
Compare growth patterns of males and females during adolescence.
2.4.6.B.2
Summarize strategies to remain abstinent and resist pressures to
become sexually active.
Determine behaviors that place one at risk for HIV/AIDS, STIs, HPV, or
unintended pregnancy.
Predict the possible physical, social, and emotional impacts of
adolescent decisions regarding sexual behavior.
Analyze the influence of hormones, nutrition, the environment, and
heredity on the physical, social, and emotional changes that occur
during puberty.
Determine the benefits of sexual abstinence and develop strategies to
resist pressures to become sexually active.
Compare and contrast methods of contraception used by adolescents
and factors that may influence their use.
Relate certain behaviors to placing one at greater risk for HIV/AIDS,
STIs, and unintended pregnancy.
2.4.6.B.3
2.4.6.B.4
8
Compare and contrast the physical differences and similarities of the
genders.
Differentiate the physical, social, and emotional changes occurring at
puberty and explain why puberty begins and ends at different ages.
Personal lifestyle habits and genetics influence sexual
development as well as overall growth patterns.
2.4.8.B.1
Responsible actions regarding sexual behavior impact
the health of oneself and others.
2.4.8.B.2
2.4.8.B.3
2.4.8.B.4
PHYSICAL EDUCATION GRADES K-5
By the
end of
grade
12
APPENDICES
339
Discussion of topics regarding sexuality requires a
safe, supportive environment where sensitivity and
respect is shown toward all.
Early detection strategies assist in the prevention and
treatment of illness or disease.
Content Statement
2.4.8.B.5
Discuss topics regarding gender identity, sexual orientation, and cultural
stereotyping.
2.4.8.B.6
Explain the importance of practicing routine healthcare procedures such
as breast self-examination, testicular examinations, and HPV vaccine.
Cumulative Progress Indicator (CPI)
The decision to become sexually active affects one‟s
physical, social, and emotional health.
Responsible actions regarding sexual behavior impact
the health of oneself and others.
2.4.12.B.1
CPI #
2.4.12.B.2
2.4.12.B.3
Discussion of topics regarding sexuality requires a
safe, supportive environment where sensitivity and
respect is shown toward all.
Early detection strategies and regular physical exams
assist in the prevention and treatment of illness or
disease.
2.4.12.B.4
2.4.12.B.5
Predict the possible long-term effects of adolescent sex on future
education, on career plans, and on the various dimensions of wellness.
Evaluate information that supports abstinence from sexual activity using
reliable research data.
Analyze factors that influence the choice, use, and effectiveness of
contraception, including risk-reduction and risk-elimination strategies.
Compare and contrast attitudes and beliefs about gender identity, sexual
orientation, and gender equity across cultures.
Relate preventative healthcare strategies of male/female reproductive
systems to the prevention and treatment of disease (e.g.,
breast/testicular exams, Pap smear, HPV vaccine).
Content Area
Standard
Strand
By the
end of
grade
2
4
Comprehensive Health and Physical Education
2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects
of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle.
C. Pregnancy and Parenting
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
The health of the birth mother impacts the development of
the fetus.
Knowing the physiological process of how pregnancy occurs
as well as development of the fetus leading to childbirth
contribute to a greater understanding of how and why a
healthy environment should be provided for the pregnant
mother.
The health of the birth mother impacts the development of
the fetus.
2.4.2.C.1
Explain the factors that contribute to a mother having a healthy baby.
2.4.4.C.1
Explain the process of fertilization and how cells divide to create an
embryo/fetus that grows and develops during pregnancy.
2.4.4.C.2
Relate the health of the birth mother to the development of a healthy
fetus.
PHYSICAL EDUCATION GRADES K-5
6
8
APPENDICES
Knowing the physiological process of how pregnancy
occurs as well as development of the fetus leading to child
birth contribute to a greater understanding of how and why
a healthy environment should be provided for the pregnant
mother.
Adolescent parents may have difficulty adjusting to
emotional and financial responsibilities of parenthood.
Pregnancy, childbirth, and parenthood are significant events
that cause numerous changes in one‟s life and the lives of
others.
2.4.6.C.1
2.4.6.C.2
2.4.6.C.3
2.4.6.C.4
2.4.8.C.1
2.4.8.C.2
2.4.8.C.3
2.4.8.C.4
2.4.8.C.5
By the
end of
grade
12
Content Statement
CPI #
Pregnancy, childbirth, and parenthood are significant events
that cause numerous changes in one‟s life and the lives of
others.
2.4.12.C.1
2.4.12.C.2
2.4.12.C.3
2.4.12.C.4
2.4.12.C.5
2.4.12.C.6
2.4.12.C.7
340
Summarize the sequence of fertilization, embryonic growth, and fetal
development during pregnancy.
Identify the signs and symptoms of pregnancy.
Identify prenatal practices that support a healthy pregnancy.
Predict challenges that may be faced by adolescent parents and their
families.
Summarize the signs and symptoms of pregnancy and the methods
available to confirm pregnancy.
Distinguish physical, social, and emotional changes that occur during
each stage of pregnancy, including the stages of labor and childbirth
and the adjustment period following birth.
Determine effective strategies and resources to assist with parenting.
Predict short- and long-term impacts of teen pregnancy.
Correlate prenatal care with the prevention of complications that may
occur during pregnancy and childbirth.
Cumulative Progress Indicator (CPI)
Compare embryonic growth and fetal development in single and
multiple pregnancies, including the incidence of complications and
infant mortality.
Analyze the relationship of an individual‟s lifestyle choices during
pregnancy and the incidence of fetal alcohol syndrome, sudden infant
death syndrome, low birth weight, premature birth, and other
disabilities.
Evaluate the methods and resources available to confirm pregnancy.
Determine the impact of physical, social, emotional, cultural, religious,
ethical, and legal issues on elective pregnancy termination.
Evaluate parenting strategies used at various stages of child
development based on valid sources of information.
Compare the legal rights and responsibilities of adolescents with those
of adults regarding pregnancy, abortion, and parenting.
Analyze factors that affect the decision to become a parent.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
341
Content Area
Standard
Strand
By the
end of
grade
P
Comprehensive Health and Physical Education
2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy,
active lifestyle.
A. Movement Skills and Concepts
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Developing competence and confidence in gross and fine
motor skills provides a foundation for participation in
physical activities.
2.5.P.A.1
2.5.P.A.2
2.5.P.A.3
2
Understanding of fundamental concepts related to
effective execution of actions provides the foundation for
participation in games, sports, dance, and recreational
activities.
2.5.2.A.1
2.5.2.A.2
2.5.2.A.3
4
Understanding of fundamental concepts related to
effective execution of actions provides the foundation for
participation in games, sports, dance, and recreational
activities.
2.5.2.A.4
2.5.4.A.1
2.5.4.A.2
2.5.4.A.3
Ongoing feedback impacts improvement and
effectiveness of movement actions.
2.5.4.A.4
Develop and refine gross motor skills (e.g., hopping, galloping,
jumping, running, and marching).
Develop and refine fine motor skills (e.g., completes gradually more
complex puzzles, uses smaller-sized manipulatives during play, and
uses a variety of writing instruments in a conventional manner).
Use objects and props to develop spatial and coordination skills (e.g.,
throws and catches balls and Frisbees, twirls a hula-hoop about the
hips, walks a balance beam, laces different sized beads, and buttons
and unbuttons).
Explain and perform movement skills with developmentally
appropriate control in isolated settings (i.e., skill practice) and applied
settings (i.e., games, sports, dance, and recreational activities).
Demonstrate changes in time, force, and flow while moving in
personal and general space at different levels, directions, ranges, and
pathways.
Respond in movement to changes in tempo, beat, rhythm, or musical
style.
Correct movement errors in response to feedback.
Explain and perform essential elements of movement skills in both
isolated settings (i.e., skill practice) and applied settings (i.e., games,
sports, dance, and recreational activities).
Use body management skills and demonstrate control when moving in
relation to others, objects, and boundaries in personal and general
space.
Explain and demonstrate movement sequences, individually and with
others, in response to various tempos, rhythms, and musical styles.
Correct movement errors in response to feedback and explain how the
change improves performance.
PHYSICAL EDUCATION GRADES K-5
By the
end of
grade
6
APPENDICES
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Understanding of fundamental concepts related to
effective execution of actions provides the foundation for
participation in games, sports, dance, and recreational
activities.
2.5.6.A.1
Explain and perform movement skills that combine mechanically
correct movement in smooth flowing sequences in isolated settings
(i.e., skill practice) and applied settings (i.e., games, sports, dance,
and recreational activities).
Explain concepts of force and motion and demonstrate control while
modifying force, flow, time, space, and relationships in interactive
dynamic environments.
Create and demonstrate planned movement sequences, individually
and with others, based on tempo, beat, rhythm, and music (creative,
cultural, social, and fitness dance).
Use self-evaluation and external feedback to detect and correct errors
in one‟s movement performance.
2.5.6.A.2
2.5.6.A.3
8
Performing movement skills effectively is often based on
an individual‟s ability to analyze one‟s own performance
as well as receive constructive feedback from others.
Movement skill performance is primarily impacted by the
quality of instruction, practice, assessment, feedback, and
effort.
2.5.6.A.4
2.5.8.A.1
2.5.8.A.2
2.5.8.A.3
2.5.8.A.4
12
342
Movement skill performance is primarily impacted by the
quality of instruction, practice, assessment, feedback, and
effort.
2.5.12.A.1
2.5.12.A.2
2.5.12.A.3
2.5.12.A.4
Explain and demonstrate the transition of movement skills from isolated
settings (i.e., skill practice) into applied settings (i.e., games, sports, dance,
and recreational activities).
Apply the concepts of force and motion (weight transfer, power,
speed, agility, range of motion) to impact performance.
Create, explain, and demonstrate, as a small group, a planned
movement sequence that includes changes in rhythm, tempo, and
musical style (creative, cultural, social, and fitness dance).
Detect, analyze, and correct errors and apply to refine movement
skills.
Explain and demonstrate ways to transfer movement skills from one
game, sport, dance, or recreational activity to another (e.g., striking skills
from/to tennis, badminton, ping pong, racquetball).
Analyze application of force and motion (weight transfer, power,
speed, agility, range of motion) and modify movement to impact
performance.
Design and lead a rhythmic activity that includes variations in time,
space, force, flow, and relationships (creative, cultural, social, and
fitness dance).
Critique a movement skill/performance and discuss how each part can
be made more interesting, creative, efficient, and effective.
PHYSICAL EDUCATION GRADES K-5
Content Area
Standard
APPENDICES
Comprehensive Health and Physical Education
2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy,
active lifestyle.
Strand
B. Strategy
By
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
the
end of
grade
2
Teamwork consists of effective communication and
2.5.2.B.1
Differentiate when to use competitive and cooperative strategies in games,
other interactions between team members.
sports, and other movement activities.
2.5.2.B.2
Explain the difference between offense and defense.
2.5.2.B.3
Determine how attitude impacts physical performance.
2.5.2.B.4
Demonstrate strategies that enable team members to achieve goals.
4
Offensive, defensive, and cooperative strategies are 2.5.4.B.1
Explain and demonstrate the use of basic offensive and defensive strategies
applied in most games, sports, and other activity
(e.g., player positioning, faking, dodging, creating open areas, and defending
situations.
space).
2.5.4.B.2
Acknowledge the contributions of team members and choose appropriate ways
to motivate and celebrate accomplishments.
6
There is a relationship between applying effective
2.5.6.B.1
Demonstrate the use of offensive, defensive, and cooperative strategies in
tactical strategies and achieving individual and team
individual, dual, and team activities.
goals when competing in games, sports, and other
2.5.6.B.2
Compare and contrast strategies used to impact individual and team
activity situations.
effectiveness and make modifications for improvement.
8
Individual and team execution in games, sports, and 2.5.8.B.1
Compare and contrast the use of offensive, defensive, and cooperative
other activity situations is based on the interaction
strategies in a variety of settings.
of tactical use of strategies, positive mental
2.5.8.B.2
Assess the effectiveness of specific mental strategies applied to improve
attitudes, competent skill levels, and teamwork.
performance.
2.5.6.B.3
Analyze individual and team effectiveness in achieving a goal and make
recommendations for improvement.
12
Individual and team execution in games, sports, and 2.5.12.B.1 Demonstrate and assess tactical understanding by using appropriate and
other activity situations is based on the interaction
effective offensive, defensive, and cooperative strategies.
of tactical use of strategies, positive mental
2.5.12.B.2 Apply a variety of mental strategies to improve performance.
attitudes, competent skill levels, and teamwork.
2.5.12.B.3 Analyze factors that influence intrinsic and extrinsic motivation and employ
techniques to enhance individual and team effectiveness.
343
PHYSICAL EDUCATION GRADES K-5
APPENDICES
344
Content Area
Standard
Strand
By the
end of
grade
2
4
6
8
12
Comprehensive Health and Physical Education
2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy,
active lifestyle.
C. Sportsmanship, Rules, and Safety
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Practicing appropriate and safe behaviors while
participating in and viewing games, sports, and other
competitive events contributes to enjoyment of the event.
Practicing appropriate and safe behaviors while
participating in and viewing games, sports, and other
competitive events contributes to enjoyment of the event.
2.5.2.C.1
2.5.2.C.2
Practicing appropriate and safe behaviors while
participating in and viewing games, sports, and other
competitive events contributes to enjoyment of the event.
2.5.6.C.1
There is a strong cultural, ethnic, and historical background
associated with competitive sports and dance.
Self-initiated behaviors that promote personal and group
success include safety practices, adherence to rules,
etiquette, cooperation, teamwork, ethical behavior, and
positive social interaction.
2.5.6.C.3
Movement activities provide a timeless opportunity to
connect with people around the world.
Self-initiated behaviors that promote personal and group
success include safety practices, adherence to rules,
etiquette, cooperation, teamwork, ethical behavior, and
positive social interaction.
2.5.8.C.3
Cultural practices regarding physical activity, sports, and
games reflect a microcosm of society.
2.5.12.C.3
2.5.4.C.1
2.5.4.C.2
2.5.6.C.2
2.5.8.C.1
2.5.8.C.2
2.5.12.C.1
2.5.12.C.2
Explain what it means to demonstrate good sportsmanship.
Demonstrate basic activity and safety rules and explain how they
contribute to moving in a safe environment.
Summarize the characteristics of good sportsmanship and
demonstrate appropriate behavior as both a player and an observer.
Apply specific rules and procedures during physical activity and
explain how they contribute to a safe active environment.
Compare the roles and responsibilities of players and observers and
recommend strategies to enhance sportsmanship-like behavior.
Apply rules and procedures for specific games, sports, and other
competitive activities and describe how they enhance participation
and safety.
Relate the origin and rules associated with certain games, sports, and
dances to different cultures.
Assess player behavior for evidence of sportsmanship in individual,
small-group, and team activities.
Summarize types of equipment, products, procedures, and rules that
contribute to the safety of specific individual, small-group, and team
activities.
Analyze the impact of different world cultures on present-day games,
sports, and dance.
Analyze the role, responsibilities, and preparation of players, officials,
trainers, and other participants and recommend strategies to improve
their performance and behavior.
Develop rule changes to existing games, sports, and activities that
enhance safety and enjoyment.
Determine the current impact of globalization and technology on the
development of, participation in, and viewing of games, sports,
dance, and other movement activities, and predict future impact.
PHYSICAL EDUCATION GRADES K-5
APPENDICES
345
Content Area
Standard
Strand
By the
end of
grade
P
2
Comprehensive Health and Physical Education
2.6 Fitness: All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a
healthy, active lifestyle.
A. Fitness and Physical Activity
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Developing competence and confidence in gross and fine
motor skills provides a foundation for participation in
physical activities.
2.6. P.A.1
Appropriate types and amounts of physical activity
enhance personal health.
2.6.2.A.1
2.6. P.A.2
2.6.2.A.2
2.6.2.A.3
4
Each component of fitness contributes to personal health
as well as motor skill performance.
2.6.4.A.1
2.6.4.A.2
2.6.4.A.3
2.6.4.A.4
6
Knowing and applying a variety of effective fitness
principles over time enhances personal fitness level,
performance, and health status.
2.6.6.A.1
2.6.6.A.2
2.6.6.A.3
2.6.6.A.4
2.6.6.A.5
2.6.6.A.6
2.6.6.A.7
Develop and refine gross motor skills (e.g., hopping, galloping,
jumping, running, and marching).
Develop and refine fine motor skills (e.g., completes gradually more
complex puzzles, uses smaller-sized manipulatives during play, and
uses a variety of writing instruments in a conventional manner).
Explain the role of regular physical activity in relation to personal
health.
Explain what it means to be physically fit and engage in moderate to
vigorous age-appropriate activities that promote fitness.
Develop a fitness goal and monitor progress towards achievement of
the goal.
Determine the physical, social, emotional, and intellectual benefits of
regular physical activity.
Participate in moderate to vigorous age-appropriate activities that
address each component of health-related and skill-related fitness.
Develop a health-related fitness goal and track progress using
health/fitness indicators.
Determine the extent to which different factors influence personal
fitness, such as heredity, training, diet, and technology.
Analyze the social. emotional, and health benefits of selected
physical experiences.
Determine to what extent various activities improve skill-related
fitness versus health-related fitness.
Develop and implement a fitness plan based on the assessment of
one‟s personal fitness level, and monitor health/fitness indicators
before, during, and after the program.
Predict how factors such as health status, interests, environmental
conditions, and available time may impact personal fitness.
Relate physical activity, healthy eating, and body composition to
personal fitness and health.
Explain and apply the training principles of frequency, intensity, time,
and type (FITT) to improve personal fitness.
Evaluate the short- and long-term effects of anabolic steroids and
other performance-enhancing substances on personal health.
PHYSICAL EDUCATION GRADES K-5
By the
end of
grade
8
APPENDICES
Content Statement
CPI #
Cumulative Progress Indicator (CPI)
Knowing and applying a variety of effective training
principles over time enhances personal fitness level,
performance, and health status.
2.6.8.A.1
Summarize the short- and long-term physical, social, and emotional
benefits of regular physical activity.
Use health data to develop and implement a personal fitness plan
and evaluate its effectiveness.
Analyze how medical and technological advances impact personal
fitness.
Determine ways to achieve a healthy body composition through
healthy eating, physical activity, and other lifestyle behaviors.
Use the primary principles of training (FITT) for the purposes of
modifying personal levels of fitness.
Determine the physical, behavioral, legal, and ethical consequences
of the use of anabolic steroids and other performance-enhancing
substances.
Compare the short- and long-term impact on wellness associated
with physical inactivity.
Design, implement, and evaluate a fitness plan that reflects
knowledge and application of fitness-training principals.
Determine the role of genetics, gender, age, nutrition, activity level,
and exercise type on body composition.
Compare and contrast the impact of health-related fitness
components as a measure of fitness and health.
Debate the use of performance-enhancing substances (i.e., anabolic
steroids and other legal and illegal substances) to improve
performance.
2.6.8.A.2
2.6.8.A.3
2.6.8.A.4
2.6.8.A.5
2.6.8.A.6
12
346
Taking personal responsibility to develop and maintain
physical activity levels provides opportunities for increased
health, fitness, enjoyment, challenges, self-expression,
and social interaction.
2.6.12.A.1
2.6.12.A.2
2.6.12.A.3
2.6.12.A.4
2.6.12.A.5
PHYSICAL EDUCATION GRADES K-5
APPENDICES
346
Glossary
Comprehensive Health and Physical Education
Core Curriculum Content Standards
Different kinds of families refers to the many family structures represented in classrooms and in society today,
including, but not limited to: traditional two-parent (i.e., mother and father) families, blended families, singleparent families, multi-racial families, multi-generational families, and same-sex-parent families.
Essential elements of movement means the knowledge and demonstration of mechanically correct technique
when executing a movement skill.
FITT stands for the basic philosophy of what is necessary to gain a training effect from an exercise program.
The FITT acronym represents:
1. Frequency – How often a person exercises
2. Intensity – How hard a person exercises
3. Time – How long a person exercises
4. Type – What type of activity a person does when exercising
Health-related fitness incorporates the five major components of fitness related to improved health:
1. Cardio-respiratory endurance is the ability of the blood vessels, heart, and lungs to take in, transport, and
utilize oxygen. This is a critically important component of fitness because it impacts other components of
fitness and decreases the risk of cardiovascular diseases.
2. Muscular strength is the maximum amount of force a muscle or muscle group can exert.
3. Muscular endurance is the length of time a muscle or muscle group can exert force prior to fatigue.
4. Flexibility refers to the range of motion in the joints.
5. Body composition shows the amount of fat versus lean mass (bone, muscle, connective tissue, and
fluids). While some fat is essential for insulation and providing energy, too much fat can cause serious
health problems.
Human papillomavirus (HPV) is a common virus that infects the skin and mucous membranes. There are about
100 types of HPV, and approximately 30 of those are spread through genital contact (typically sexual intercourse).
Around 12 types – called “low-risk” types of HPV – can cause genital warts. In addition, there are approximately
15 “high-risk” types of HPV that can cause cervical cancer. Infection with the common types of “genital” HPV can
be prevented with the HPV vaccine. However, vaccination is only fully effective if administered before a girl or
young woman has been exposed to those types of HPV through sexual contact. In addition, the vaccine does not
protect against all types of HPV that can cause cervical cancer.
Intentional injuries are injuries arising from purposeful action (e.g., violence and suicide).
Unintentional injuries are injuries arising from unintentional events (e.g., motor vehicle crashes and fires).
Movement skills encompass locomotor, nonlocomotor, and manipulative movement:
1. Locomotor movement occurs when an individual moves from one place to another or projects the body
upward (e.g., walking, jumping, skipping, galloping, hopping, jumping, sliding, running).
2. Nonlocomotor movement occurs when an individual moves in self-space without appreciable movement
from place to place (e.g., twisting, bending, stretching, curling).
3. Manipulative movement occurs when an individual controls a variety of objects with different body parts
(e.g., throwing, catching, kicking, striking, dribbling).
Personal assets refer to individual strengths and weaknesses regarding personal growth.
Protective factors refer to the skills, strengths, and resources that help individuals deal more effectively with
stressful situations.
Resiliency is the ability to overcome the negative effects of risk exposure.
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Service projects are initiatives that represent relevant social and civic needs.
Sexually transmitted infection (STI), also known as sexually transmitted disease (STD), is an illness that has a
significant probability of transmission between humans or animals by means of sexual contact, including vaginal
intercourse, oral sex, and anal sex.
Skill-related fitness refers to components of physical fitness that contribute to the ability to successfully
participate in sports:
1. Agility is the ability to rapidly and accurately change the direction of the whole body while moving in
space.
2. Balance is the ability to maintain equilibrium while stationary or moving.
3. Coordination is the ability to use the senses and body parts in order to perform motor tasks smoothly and
accurately.
4. Power is the amount of force a muscle can exert over time.
5. Reaction time is the ability to respond quickly to stimuli.
6. Speed is the amount of time it takes the body to perform specific tasks while moving.
Traffic safety system refers to the concept of traffic (moving people safely and efficiently), the specific
components of the traffic safety system (e.g., laws, safety, signs, travel modes, routes, and responsibilities), and
the people who are part of the traffic safety system (e.g., walkers, bicyclists, police, and automobile, bus, and train
operators).
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New Jersey Core Curriculum Content Standards
for
21st-Century Life and Careers
INTRODUCTION
Life and Career Education in the 21st Century
In the 21st century, life and work are conducted in a dynamic context that includes:

A global society facing complex political, economic, technological, and environmental challenges

A service economy driven by information, knowledge, and innovation

Diverse communities and workplaces that rely on cross-cultural collaborative relationships and
virtual social networks

An intensely competitive and constantly changing worldwide marketplace
Providing New Jersey students with the life and career skills needed to function optimally within this
dynamic context is a critical focus and organizing principle of K-12 public education. New Jersey has
both an obligation to prepare its young people to thrive in this environment, and a vested economic
interest in grooming an engaged citizenry made up of productive members of a global workforce that
rewards innovation, creativity, and adaptation to change.
Mission: 21st-century life and career skills enable students to make informed decisions that prepare
them to engage as active citizens in a dynamic global society and to successfully meet the challenges
and opportunities of the 21st-century global workplace.
Vision: The systematic integration of 21st-century life and career skills across the K-12 curriculum and
in career and technical education programs fosters a population that:

Applies critical thinking and problem-solving skills to make reasoned decisions at home, in the
workplace, and in the global community.

Uses effective communication, communication technology, and collaboration skills to interact with
cultural sensitivity in diverse communities and to work in cross-cultural teams in the multinational
workplace.

Is financially literate and financially responsible at home and in the broader community.

Demonstrates creative and entrepreneurial thinking by recognizing and acting on promising
opportunities while accepting responsibility for possible risks.

Is knowledgeable about careers and can plan, execute, and alter career goals in response to
changing societal and economic conditions.

Produces community, business, and political leaders who demonstrate core ethical values,
including the values of democracy and free enterprise, during interactions with the global
community.
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349
Intent and Spirit of the 21st-Century Life and Career Standards
Through instruction in life and career skills, all students acquire the knowledge and skills needed to
prepare for life as citizens and workers in the 21st century.
In Preschool, children‟s social and emotional development provides the foundation for later
learning about careers and life skills
(http://www.nj.gov/education/ece/code/expectations/standards/ptls.pdf).
In grades K-5, students are introduced to 21st-century life skills that are critical for personal,
academic, and social development. They are also introduced to career awareness information and
to basic personal financial literacy skills.
In grades 6-8, students continue to develop 21st-century life skills and personal financial literacy,
while also exploring careers that support their academic and personal interests and aptitudes. As
they prepare for the transition to high school, students are provided with opportunities to apply
knowledge and skills learned in the classroom to real or simulated career challenges.
In grades 9-12, students develop increasingly sophisticated 21st-century life skills and personal
financial literacy. They engage in the process of career preparation by participating in structured
learning experiences, specialized programs, and advanced courses that reflect personal aptitudes
and career interests found within one or more of the 16 career clusters developed by the States‟
Career Clusters Initiative.
The Revised Standards
There are four revised 21st-Century Life and Careers standards. Standards 9.1, 9.2, and 9.3 describe
life and career skills that are integrated throughout the K-12 curriculum, while standard 9.4 describes
specialized skills that are taught in grades 9-12 as part of career and technical education programs. An
overview of the four standards follows.
Standard 9.1 21st-Century Life and Career Skills: All students will demonstrate the
creative, critical thinking, collaboration, and problem-solving skills needed to function
successfully as both global citizens and workers in diverse ethnic and organizational
cultures.
Standard 9.1 describes skills that prepare students to fully engage in civic and work life. The standard
includes six strands, which reflect the Framework for 21st Century Learning:
B.
C.
D.
E.
F.
G.
Critical Thinking and Problem Solving
Creativity and Innovation
Collaboration, Teamwork, and Leadership
Cross-Cultural Understanding and Interpersonal Communication
Communication and Media Fluency
Accountability, Productivity, and Ethics
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Standard 9.2 Personal Financial Literacy: All students will develop skills and
strategies that promote personal and financial responsibility related to financial planning,
savings, investment, and charitable giving in the global economy.
Standard 9.2 describes skills that prepare students for personal and civic financial literacy. The
inclusion of Personal Financial Literacy as a standard, rather than as a strand, reflects the growing
need for 21st-century citizens to be financially literate, particularly in light of the increasing number of
financial choices they face due to the global economy. Financial literacy includes the application of
knowledge, skills, and ethical values when making consumer and financial decisions that impact the
self, the family, and the local and global communities.
Standard 9.2 is aligned to the Jump $tart Coalition for Personal Financial Literacy‟s National Standards
in K-12 Personal Finance Education and includes seven strands:
H.
I.
J.
K.
L.
M.
N.
Income and Careers
Money Management
Credit and Debt Management
Planning, Saving, and Investing
Becoming a Critical Consumer
Civic Financial Responsibility
Risk Management and Insurance
Standard 9.3 Career Awareness, Exploration, and Preparation: All students will
apply knowledge about and engage in the process of career awareness, exploration,
and preparation in order to navigate the globally competitive work environment of the
information age.
Standard 9.3 describes skills that prepare students for career pursuits and lifelong learning. The three
strands in standard 9.3 reflect the requirements outlined in New Jersey Administrative Code (N.J.A.C.
6A:8-3.2):
O. Career Awareness (grades K-4)
P. Career Exploration (grades 5-8)
Q. Career Preparation (grades 9-12)
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351
Public Schools of Edison Township
Divisions of Curriculum and Instruction
Draft 14
Essential Instructional Behaviors
Edison’s Essential Instructional Behaviors are a collaboratively developed statement of
effective teaching from pre-school through Grade 12. This statement of instructional
expectations is intended as a framework and overall guide for teachers, supervisors, and
administrators; its use as an observation checklist is inappropriate.
1. Planning which Sets the Stage for Learning and Assessment
Does the planning show evidence of:
a.
b.
c.
d.
e.
f.
g.
h.
units and lessons directly related to learner needs, the written curriculum, the New Jersey Core Content
Curriculum Standards (NJCCCS), and the Cumulative Progress Indicators (CPI)?
measurable objectives that are based on diagnosis of learner needs and readiness levels and reflective of
the written curriculum, the NJCCCS, and the CPI?
lesson design sequenced to make meaningful connections to overarching concepts and essential
questions?
provision for effective use of available materials, technology and outside resources?
accurate knowledge of subject matter?
multiple means of formative and summative assessment, including performance assessment, that are
authentic in nature and realistically measure learner understanding?
differentiation of instructional content, processes and/or products reflecting differences in learner
interests, readiness levels, and learning styles?
provision for classroom furniture and physical resources to be arranged in a way that supports student
interaction, lesson objectives, and learning activities?
2. Observed Learner Behavior that Leads to Student Achievement
Does the lesson show evidence of:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
learners actively engaged throughout the lesson in on-task learning activities?
learners engaged in authentic learning activities that support reading such as read alouds, guided
reading, and independent reading utilizing active reading strategies to deepen comprehension (for
example inferencing, predicting, analyzing, and critiquing)?
learners engaged in authentic learning activities that promote writing such as journals, learning logs,
creative pieces, letters, charts, notes, graphic organizers and research reports that connect to and extend
learning in the content area?
learners engaged in authentic learning activities that promote listening, speaking, viewing skills and
strategies to understand and interpret audio and visual media?
learners engaged in a variety of grouping strategies including individual conferences with the teacher,
learning partners, cooperative learning structures, and whole-class discussion?
learners actively processing the lesson content through closure activities throughout the lesson?
learners connecting lesson content to their prior knowledge, interests, and personal lives?
learners demonstrating increasingly complex levels of understanding as evidenced through their growing
perspective, empathy, and self-knowledge as they relate to the academic content?
learners developing their own voice and increasing independence and responsibility for their learning?
learners receiving appropriate modifications and accommodations to support their learning?
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3. Reflective Teaching which Informs Instruction and Lesson Design
Does the instruction show evidence of:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
differentiation to meet the needs of all learners, including those with Individualized Education Plans?
modification of content, strategies, materials and assessment based on the interest and immediate needs
of students during the lesson?
formative assessment of the learning before, during, and after the lesson, to provide timely feedback to
learners and adjust instruction accordingly?
the use of formative assessment by both teacher and student to make decisions about what actions to
take to promote further learning?
use of strategies for concept building including inductive learning, discovery-learning and inquiry
activities?
use of prior knowledge to build background information through such strategies as anticipatory set,
K-W-L, and prediction brainstorms?
deliberate teacher modeling of effective thinking and learning strategies during the lesson?
understanding of current research on how the brain takes in and processes information and how that
information can be used to enhance instruction?
awareness of the preferred informational processing strategies of learners who are technologically
sophisticated and the use of appropriate strategies to engage them and assist their learning?
activities that address the visual, auditory, and kinesthetic learning modalities of learners?
use of questioning strategies that promote discussion, problem solving, and higher levels of thinking?
use of graphic organizers and hands-on manipulatives?
creation of an environment which is learner-centered, content rich, and reflective of learner efforts in
which children feel free to take risks and learn by trial and error?
development of a climate of mutual respect in the classroom, one that is considerate of and addresses
differences in culture, race, gender, and readiness levels?
transmission of proactive rules and routines which students have internalized and effective use of
relationship-preserving desists when students break rules or fail to follow procedures?
4. Responsibilities and Characteristics which Help Define the Profession
Does the teacher show evidence of:
a.
b.
c.
d.
e.
f.
MQ/jlm
7/2009
continuing the pursuit of knowledge of subject matter and current research on effective practices in
teaching and learning, particularly as they tie into changes in culture and technology?
maintaining accurate records and completing forms/reports in a timely manner?
communicating with parents about their child‟s progress and the instructional process?
treating learners with care, fairness, and respect?
working collaboratively and cooperatively with colleagues and other school personnel?
presenting a professional demeanor?